Maths in KS1 – NQT………………………………………………………………………54-55

Contents

Welcome………………………………………………………………………………………………….5

Coventry Teaching Schools………………………………………………………………………………..6-7 Leadership

Coventry Headteacher Induction Programme 2018-19 Primary Special…………………………. ..8

Coventry Headteacher Programme 2018-19 CHIP 21…………………………………………….9-10

NPQSL…………………………………………………………………………………………………11-12

NPQML…………………………………………………………………………………………………13-14

Steps into Primary Headship………………………………………………………………………. 15-16

Steps into Secondary Headship……………………………………………………………………..17-18

Steps in Deputy Headship……………………………………………………………………………19-20

Stepping into Primary Middle Leadership…………………………………………………………..21-23

The RSA Leadership Development Programme……………………………………………….….24-25 Governors

Governance Data – Progress 8 and KS4 Accountability Issues…………………………………….26

Governance Ofsted – Preparing for Ofsted as a Governor…………………………………………. 27 Primary

EYFS

Challenge and Support for your EYFS………………………………………………………………... 28

Deepening Effective Practice in the EYFS……………………………………………………………. 29

Developing and Nurturing Confident EYFS Practitioners……………………………………… 30-31

Early Development for Children with Autism…………………………………………………………. 32

EYFS Leaders’ Network………………………………………………………………………………… 33

Early Years Twilight Essentials………………………………………………………………………… 34

Strengthening Leadership for Learning in the EYFS………………………………………………… 35

Every Child a Reader Programme (Reading/Literacy Intervention)

Supporting Reading Comprehension and Inference………….………………………………… 36-37

Boosting Reading @ Primary (BR@P)...... 38

Boosting Reading @ Primary (BR@P)...... 39

Literacy (English)

Achieving a greater depth of writing at KS2…………………………………………………………. 40

Diminishing the Gap –Using Interventions to develop literacy across the Primary Phase……… 41

Early Reading Development…………………………………………………………………………… 42

Grammar SKE…………………………………………………………………………………………….43

KS1 English Essentials…………………………………………………………………………………..44

Phonics: Year 1 Screening Check………………………………………………………………………45

Phonics in Practice………………………………………………………………………………………..46

Results in Reading………………………………………………………………………………………..47

The Teaching of Writing for the Less Able (KS2)……………………………………………………..48

Mathematics

Leading and Managing Primary Mathematics……………………………………………………..49-50

Mastering Number and Calculation in Yrs 1 & 2………………………………………………………51

Mastering Number and Calculation in Yrs 3 & 4………………………………………………..……. 52

Mastering Number and Calculation in Yrs 5 & 6……………………………………………..……… .53

Teaching Maths in KS1 – NQT………………………………………………………………………54-55

Teaching Maths in KS2 – NQT………………………………………………………………………56-57

Science

Primary Science Subject Leaders………………………………………………………………………58

Other

MFL made easy: Strategies for making it more manageable to teach foreign languages at primary level………………………………………………………………………………………………………..59

Music for the Non-Specialist…………………………………………………………………………….60

New to English Subject Leadership…………………………………………………………………….61

Oracy through Drama…………………………………………………………………………………….62

Primary NQT Programme……………………………………………………………………………63-64

Primary ICT and Computing……………………………………………………………………………..65

Assessment

Achieving the best through English Assessments at KS2……………………………………………66

Training for KS1 Statutory Assessments-Teachers New to Year ………………………………… .67

Training for KS2 Statutory Assessments-Teachers New to Year …………………………………. 68

Planning Ahead to meet the end of Key Stage Standards (KS1)……………………………………69

Standardisation and Moderation Activities for Year 2 Teacher Assessment……………………… 70

Standardisation and Moderation in Year 3……………………………………………………………..71

Standardisation and Moderation in Year 4……………………………………………………………..72

Standardisation and Moderation in Year 5……………………………………………………………..73 Secondary

English

Boosting Reading at Secondary (BR@S)...... 74

Mathematics

Teacher Specialist Subject Maths Training (TSST) FREE………………………………………75-76

Teacher Specialist Subject Physics Training (TSST) FREE………………………………………..77 Teaching and Learning

Building Brighter Futures…………………………………………………………………………………78

Driving School Improvement through the diagnostic use of data……………………………………79

Effective Coaching………………………………………………………………………………………. 80

Enhanced Teacher Programme………………………………………………………………….… 81-82

High Impact Teaching, High Impact Learning…………………………………………………… 83-84

Responsive Teaching……………………………………………………………………………………85

The RA Academies Bitesize CPD…………………………………………………………………..86-87

The RSA Academy Enquiry Fellowship (RQT)……………………………………………………88-89

Outstanding Teacher programme (OTP)………………………………………………………… .90-92

Talk to Learn…………………………………………………………………………………………..93-94 SEND, Inclusion and Behaviour for Learning

Access and Communication across the Curriculum…………………………………………………. 95

Develop an Understanding of Attachment Difficulties in Children………………………………….. 96

Develop an Understanding of how Girls Experience Autism…………………………………………97

Evidencing Progress for pupils with SEND…………………………………………………………… 98

How Children and Young People with Autism think…………………………………………………..99

How to Demonstrate Progress for Pupils in Primary in SEND……………………………………..100

Immersion into Special Education………………………………………………………………..101-102

Making Spiritual, Moral, Social & Cultural (SMSC) Special across Primary………………………103

National Award for Special Education Needs………………………………………………………. 104

Overcoming Barriers Autism Specific Strategies for meeting the demands………………………105

Practical Approaches to Teaching Literature to Pupils with SEND ………………………………..106

Practical Approaches to Teaching Numeracy to Pupils with SEND……………………………….107

Relationships and Sex Education……………………………………………………………………..108

SENCO CPD Programme………………………………………………………………………...109-110

SENCO Network…………………………………………………………………………………………111

SENCO Surgery………………………………………………………………………………………....112

SEND Twilight Essentials………………………………………………………………………………112

Sensory Stories for Primary Aged Pupils …………………………………………………………….114

The Inclusive Study……………………………………………………………………………………..115

Understanding Stress and Anxiety in Autism………………………………………………………. 116

Understanding the Sensory Differences in a Child with Autism………………………………….. 117

Using Lego Therapy to Develop Social Competency in Children with Autism…………………..118

Utilising Social Stories and Comic Strip Conversations for children with Autism………………..119

Safeguarding

Safeguarding……………………………………………………………………………………….120-121

Safer Recruitment in Education………………………………………………………………….122-123 Additional Programmes

Cover Supervisor…………………………………………………………………………………..124-126

EdTechTeam - Google Certified Educator Level 1 Bootcamp…………………………………..…127

EdTechTeam - Google Certified Educator Level 2 Bootcamp…………………………………..…128

EdTechTeam - Google Certified Trainer Bootcamp…………………………………………………129

Effective Teaching Assistant Practice for Outstanding Learning……………………………..130-131

Knowing your IDSR……………………………………………………………………………………..132

Leading a Mentally Healthy School……………………………………………………………………133 Educational Visits

Educational Visit Coordinator Training………………………………………………………………..134

Hill and Moorland Training……………………………………………………………………………..135

Lowland Leader Training……………………………………………………………………………….136

OLC Training…………………………………………………………………………………………….137

Remote Emergency First Aid Training………………………………………………………………..138

Safety at Water Margins Training……………………………………………………………………..139

Visit Leader Training…………………………………………………………………………………….140 Bespoke Programmes

Cover Supervisor Programme…………………………………………………………………… 141-142

Effective Teaching Assistant Practice for Outstanding Learning…………………………………. 143

Manual Handling of Children with Special Needs (Core) and (Refresher) Bespoke………………….144

Maths No Problem textbook approach………………………………………………………………..145 Status in the Classroom………………………………………………………………………………...146

Team Teach……………………………………………………………………………………………...147

Using Drama to Teach in Primary: A toolbox for the terrified ……………………………………. 148

Welcome

An Introduction from Blue Sky, Castle Phoenix, Inclusive, The Lion, President Kennedy, RSA Academies’ and The Swan Teaching School Alliances

This is the fifth CPD booklet that has been produced collaboratively between all of the Teaching Schools in Coventry. This year, we welcome President Kennedy and The Lion Alliance (Finham Park) who are newly formed Teaching Schools. Together we see this joint approach with all of our strategic and associate partners, as a crucial contribution to the provision of CPD and school to school support for all Coventry schools.

All of our programmes and support programmes have been carefully evaluated, and have been judged as very successful. They are making a good contribution to school improvement across the City.

We believe that our partnership approach is part of Coventry’s strategy, along with the school improvement networks, to develop a self-sustaining, school-led, school to school improvement system to raise standards and ensure all Coventry children and young people receive the best education possible. Please note SLEs, LLEs and NLEs are able to offer a flexible/ bespoke approach to school or networks for training provision. For further information please refer to our System Leaders brochure.

This booklet provides a summary of the CPD and support/development packages available to all schools and academies for 2018/2019. It builds on our successes of previous years and has been further developed to address school needs as identified by both formal evaluation processes, as well as discussions with a number of Coventry Headteachers and the Local Authority. Our commitment is, through CPD, to:

● Strengthen system leadership in the city to complement established networks ● Provide a cost effective way of sharing and developing best practice to support school improvement across the city; ● Support all schools in the continued drive to improve student outcomes; ● Support Coventry’s priority to narrow the gap with particular focus on effective strategies to improve achievement of underperforming groups in the city; ● Support all schools with their own personal and professional development priorities; ● Promote outstanding practice through schools sharing their strengths and through benefiting from best practice regionally and nationally; ● Focus on high quality teaching and learning and approaches for continued and sustained improvement of teaching, learning and student achievement; ● Support schools’ self-evaluation processes and the application of the Ofsted framework

Please note that this is preliminary information and that all updated information and additional courses will be found through each Teaching School’s website.

We look forward to welcoming your staff and working together over the coming year.

Laura Stevenson Ann Dudgeon Yvonne McCall Shivaun Duffy Moriarty Head of Blue Sky Head of Castle Phoenix Head of Castle Wood, Head of Sherbourne Inclusive Alliance Fields, Inclusive Alliance

Matthew Purslow Victoria Hastie Nicholas Mort Bernadette Pettman Head of RSA Alliance Head of Swan Head of President Head of The Lion Kennedy TSA Alliance

Blue Sky Teaching School Alliance Head of Teaching School: Laura Stevenson Sacred Heart Catholic Primary School Brays Lane Coventry CV2 4DW T: 024 7645 3314 F: 024 7643 1886 Email: [email protected] or [email protected] Website: www.blueskytsa.org

Castle Phoenix Teaching School Alliance Head of Teaching School: Ann Dudgeon Teaching School Project Manager: Carol Harris Caludon Castle School Axholme Road Wyken Coventry, CV2 5BD Tel: 024 7644 4822 ext.107 Fax: 024 7663 6282 Email: [email protected] Website: www.castlephoenix.org.uk

The Swan Teaching School Alliance Director of Teaching School: Victoria Hastie Teaching School and SSIF Administrator: Fahmima Begum Sidney Stringer Academy 2, Primrose Hill Street Coventry CV1 5LY Tel: 024 7625 1756 Fax: 024 7655 0940 Email: [email protected] Website: www.swanalliance.org.uk

RSA Academies’ Teaching School Alliance Director of Teaching School: Matthew Purslow Whitley Academy Abbey Road Whitley, Coventry CV3 4BD Tel: 024 7630 2580 Ext. 223 Fax: 024 7663 9352 Email: [email protected] Website: www.rsaacademiesteachingschool.org.uk

Inclusive Alliance Email: [email protected] Website: www.inclusivealliance.co.uk

Castle Wood Special School Head of Teaching School: Yvonne McCall Teaching School Project Manager: Rebekah Hayes Deedmore Road, Coventry CV2 1FN Tel: 024 76709060

Sherbourne Fields Special School Head of Teaching School: Shivaun Duffy Moriarty Teaching School Project Manager: Claire Antrobus Rowington Close Coundon, Coventry CV6 1PR Tel: 024 76591 501 Fax: 024 7655 0940

President Kennedy Teaching School Alliance Head of Teaching School: Nicholas Mort Teaching School Manager: Katie Irving President Kennedy School Rookery Lane Coventry CV6 4GL Tel: 02476 661416 Email: [email protected] Website: www.presidentkennedytsa.co.uk

The Lion Alliance Head of Teaching School Alliance: Bernadette Pettman Finham Park School Green Lane Coventry CV3 6EA Tel: 024 7641 8135 Email: [email protected] Website: www.thelionalliance.co.uk

Coventry Headteacher Induction Programme 2018 2019 Primary Special Brief Overview of network/ This is a year-long programme in which delegates gain knowledge and school based support: understanding of:  The broad scope of support available to them from Coventry’s LA Birth – 19 team.  The challenges of Headship and how to manage them effectively.  Different leadership styles and strategies within a school setting.  How to manage the balance of professional demands with personal well-being.

Facilitators: Name School Clair Robinson St Christopher Kim Docking Inspire Federation Helen Quinn Romero Academy Who is it suitable for: Newly appointed Headteachers/ Principals (Network/ individual school) Acting Headteachers Heads of School Temporary Heads of School What is the intended impact  Greater understanding of the role of Headship for you?  Regular networking opportunities with other new Headteachers in role What will be the outcome for  Introduction to a range of advisors/ experienced headteachers the network/ individual and key services to fulfil role effectively school?  Access to documentation exemplars to support back at base  Opportunity for self- reflection and shared thinking.  Greater knowledge and understanding with regards to key standards of Headship and how to meet them  Support network when new to role

Teaching School: Blue Sky TSA – [email protected] Tel: 024 76453314 Costs: £650 for all sessions Sessions Date Time Venue Brief Outline ‘The Journey’ 1 Where to begin: Vision, mission, objectives and Wednesday 9am – Sacred strategy 26th September 2018 12pm Heart Brief outline of safeguarding and Performance Management 2 Wednesday 9am – Sacred Where are you now: Self Evaluation and School 7th November 2018 12pm Heart Improvement Planning Wednesday 16th 9am – Sacred 3 The suitcase essentials: Safeguarding and Budget January 2019 12pm Heart 4 Wednesday 9am – Sacred Preparing for the Inspection: Understanding Ofsted 6th March 2019 12pm Heart and learning from Inspection. 5 Wednesday 9am – Sacred Getting others on board: Managing change and 10th April 2019 12pm Heart Human Resources Steering and Strategy: Leadership including 6 Wednesday 12th 9am – Sacred Governance, accountability and succession June 2019 12pm Heart planning 7 Wednesday 10th 9am – Sacred The landing: Review of year, setting horizons for July 2019 12pm Heart second year of Headship and enjoying the holiday!

Coventry Headteacher Programme 2018 – 2019 CHIP 2! Brief Overview of This is a year-long programme that follows on from the Coventry network/ school Headteacher Induction programme. based support: This is for recently appointed Headteachers looking for further networking opportunities. Facilitators: Name School Sarah Malam Courthouse Green Who is it suitable  Recently appointed Headteachers in their second, third or fourth for: year (Network/  Acting Headteachers individual school)  Heads of School  Temporary Heads of School What is the  Regular networking opportunities with recently appointed intended impact Headteachers in role for you?  Awareness and understanding of different school structures and systems What will be the  Opportunity to see policy in practice outcome for the  Opportunity for self-reflection network/  Building knowledge and understanding with regards to key standards individual of Headship and how to meet them school?  Support network when establishing role  Opportunity to see a range of schools and experiences. Teaching School: Blue Sky TSA – [email protected] Tel: 024 76453314 Costs: £375 to be confirmed depending on number of delegates

Please note: As these sessions are all held on school sites, we have made a slightly later start to allow the school to welcome children onto the school site, avoiding further congestion from the influx of additional visitors!

Format of each session will involve:  context of the school and tour  the impact of outstanding leadership on provision  sharing of the school’s ethos, vision and values  sharing of the leadership structure for the school and any areas of specialism  opportunity to network  focused session on a specific aspect of leadership led by Sarah Malam

Sessions Date Time Venue Brief Outline Tuesday St Quality of provision for all Using 1 27th September 9.15am–12pm 2018 Christopher pupils data Impact of Leadership on Tuesday Sacred Ofsted 2 13th November 9.15am–12pm quality of provision for all Heart ready 2018 pupils Using IT, computing, Wednesday 16th Robin Ofsted 3 9.15am–12pm innovative curriculum (global January 2019 Hood update learning) media/ radio Teaching Wednesday Sherbourne 4 13th February 9.15am–12pm Quality of provision for pupils and Fields 2019 learning Wednesday Courthouse Environment, PSHE, Maths Pupil 5 9.15am–12pm 12th March 2019 Green developing leadership Premium Wednesday 21st Quality provision for EAL and 6 9.15am–12pm Holbrook SEND May 2019 transient pupils Wednesday 12th Tracking progress for SEND 7 9.15am–12pm Castlewood AfL June 2019 pupils

This programme is potentially FREE - Funding may be available, eligibility details to be confirmed National Professional Qualification for Senior Leadership (NPQSL) “I completed and passed my NPQSL under your supervision. I have also since been appointed as a deputy head within Coventry. Thank you all for your support through the course!” “The course was brilliant, not just beneficial! Really looking forward to this next step, and feel that the NPQSL really helped me along my way! Thank you all” Coventry Senior Leader

Brief Overview: This nationally recognised senior leadership development programme will provide the skills, knowledge and confidence you need to be a highly effective senior leader in a school. You will complete six modules and a final assessment. Facilitators: Coventry Teaching Schools Council is a delivery partner of Leadership Live. Leadership Live are an accredited provider of the National Professional Qualifications. Who is it suitable for: The course is for those who are, or are aspiring to become, a senior leader with cross-school responsibilities for example:  An experienced middle leader  A deputy head teacher  An assistant head teacher  Other senior staff  A Director of a Teaching School Alliance (TSA) What will you take away A nationally recognised senior leadership qualification. with you? e.g. resources, learning points etc. What is the intended NPQSL is a qualification that provides national recognition of impact for you? your leadership development and professional achievement as a senior leader. What is the intended Developed leadership knowledge, skills, understanding and impact for your school? attributes. An improved area of school priority planning.

Duration A maximum of 18 months Contact: Carol Harris Teaching School: Castle Phoenix Book your place: Book your place Tel: 024 7644 4822 extension 107 Email: [email protected] Costs: £850 per person *This includes 'nationally verified final assessment' *This programme is potentially FREE - Funding may be available, eligibility details to be confirmed

Coventry Teaching Schools Council is a delivery partner of Leadership Live. Leadership Live are an accredited provider of the National Professional Qualifications.

Session Date Times School Session

Session Monday 28th All day Caludon Castle Leading teaching and 1 January 2019 School curriculum excellence. Leadership Learning Partners are invited to attend from 9.30 – 10.30am Session Thursday 21st All day Sidney Stringer Strategy and improvement 2 March 2019 Academy

Session Tuesday 25th 1.00pm – Sacred Heart Increasing capability 3 June 2019 4.00pm Catholic Primary School Session Thursday 19th 9.00am – Caludon Castle Leading with impact 4 September 12.00pm School 2019 Session Monday 9th 1.00pm – Sidney Stringer Managing resources 5 December 2019 4.00pm Academy

Session Thursday 12th 9.00am – Sacred Heart Working in partnership 6 March 2020 12.00pm Catholic Primary School

Coventry Teaching Schools Council is a delivery partner of Leadership Live. Leadership Live are an accredited provider of the National Professional Qualifications.

*This programme is potentially FREE to attend - Funding may be available, eligibility details to be confirmed National Professional Qualification for Middle Leadership (NPQML) “Informative and technique driven”, “Great to have time to reflect and discuss with other middle leaders”, “I have learnt a lot about myself and target areas I need to work on”, “The leader was very welcoming and accommodating of our thoughts and questions. She created a sense of calm and self-belief” “Informative, useful, varied with good pace”, “Excellent course, thank you”. Coventry leaders

Brief Overview: This nationally recognised middle leadership development programme will provide the skills, knowledge and increased confidence that you need to lead a high-performing team in a school and to improve classroom practice. You will complete six modules and a final assessment. Facilitators: Coventry Teaching Schools Council is a delivery partner of Leadership Live. Leadership Live are an accredited provider of the National Professional Qualifications. Who is it suitable for: The course is for those who are, or are aspiring to become, a middle leader with responsibility for leading a team, for example:

 Key stage leader  Curriculum area leader  Pastoral services leader  Subject leader  Special educational needs co-ordinator (SENCO)  Head of department What will you take away A nationally recognised middle leadership qualification. with you? e.g. resources, learning points etc. What is the intended It will give you the opportunity to develop the skills, knowledge impact for you? and confidence that you need to drive successful team performance and improve classroom practice. What is the intended Developed leadership knowledge, skills, understanding and impact for your school? attributes, An improved area of school priority planning. Duration A maximum of 18 months Contact: Carol Harris Teaching School: Castle Phoenix Book your place: Book your place Tel: 024 7644 4822 extension 107 Email: [email protected] Costs: £750 per person *This includes 'nationally verified final assessment'

Coventry Teaching Schools Council is a delivery partner of Leadership Live. Leadership Live are an accredited provider of the National Professional Qualifications.

Session Date Times School Session

Session 1 Monday 15th 9.30am - Caludon Castle Leading teaching and October 2018 1.30pm School curriculum excellence Leadership Learning Partners are invited to attend from 9.30 – 10.30am Session 2 Thursday 10th 1.00- Sidney Stringer Strategy and improvement January 2019 4.00pm Academy Session 3 Tuesday 9th April 9.00am- Sacred Heart Increasing capability 2019 12.00pm Catholic Primary School Session 4 Thursday 11th 1.00- Caludon Castle Leading with impact July 2019 4.00pm School Session 5 Tuesday 1st 9.00am- Sidney Stringer Managing resources October 2019 12.00pm Academy Session 6 Tuesday 14th 1.00- Sacred Heart Working in partnership January 2020 4.00pm Catholic Primary School

Coventry Teaching Schools Council is a delivery partner of Leadership Live. Leadership Live are an accredited provider of the National Professional Qualifications.

Steps into Primary Headship

“Really informative session with lots of practical ideas” “Very honest and helpful” “Lots of practical ideas to take away as well as some thought provoking conversations” “It has been enjoyable and positive” “Fantastic, thank you very much” Previous Participants Brief Overview: Steps into Headship is a practical, hands-on programme for experienced colleagues who are highly motivated to take their next step into primary headship. This course will develop the knowledge, skills, understanding and attributes necessary to prepare for that next step. There will also be the opportunity to gain the equivalent of up to two days experience in another school setting, to shadow a headteacher and gain greater insight into ‘The Job’.

Facilitators: Delivered by practising head teachers of good and outstanding schools. Who is it suitable for: Deputy head teachers who are aspiring to achieve headship within 24 months

What is the intended  Development through coaching/mentoring impact for you?  Improved leadership and management  Improved performance management/monitoring and assessment  Be able to better support your head in your existing role  Giving you the confidence to pursue the next step

What will you take away  Practical frameworks/strategies/resources for aspects of with you? e.g. resources, preparing for headship. learning points etc. Teaching School: Castle Phoenix Tel: 024 7644 4822 extension 107 Email: [email protected] Booking Link: Book your place Costs: £500

Sessions Date Time Venue Brief Outline Session 1 Tuesday 27th 1.00 – To be Leading Highly Effective Teams November 4.00pm confirmed Creating, sharing and implementing 2018 vision Working successfully with Governors Knowing your team Your leadership style and impact Session 2 Tuesday 22nd 1.00 – To be Best Practice in Data Gathering and January 2019 4.00pm confirmed Use Understanding a range of practical strategies to use data effectively with a wide range of users and stakeholders

Session 3 Thursday 7th 1.00 – To be Overcoming Challenges March 2019 4.00pm confirmed Courageous conversations Colleagues that present us with challenge Work-life-balance Ofsted Performance Management Session 4 Thursday 2nd 1.00 – To be Leading Your School Role in the May 2019 4.00pm confirmed Wider Community Your school in the local community Building effective relationships Parents as partners Session 5 Tuesday 6th 1.00 – To be Steps to Securing Your First June 2019 4.00pm confirmed Headship Which job? What type of school? Applying and securing a first headship Session 6 Tuesday 2nd 1.00 – To be You’ve Got Your Headship – What July 2019 4.00pm confirmed Now? Don’t Panic! Day one and beyond To be Up to two days’ experience in Experience arranged another school setting, to shadow individually a headteacher and gain greater insight into ‘The Job’

Steps into Secondary Headship

Brief Overview: Steps into Secondary Headship is a practical, hands-on programme for experienced colleagues who are highly motivated to take their next step into secondary headship. This course will develop the knowledge, skills, understanding and attributes necessary to prepare for that next step. There will also be the opportunity to gain the equivalent of up to two days’ experience in another secondary setting, to shadow a headteacher and gain greater insight into ‘The Job’.

Facilitators: Delivered by practising secondary headteachers of good and outstanding schools.

Who is it suitable for: Secondary senior leaders who are aspiring headteachers

What will you take away with  Practical frameworks/strategies/resources for aspects of you? e.g. resources, learning preparing for headship. points etc. What is the intended impact  Development through coaching/mentoring for you?  Improved leadership and management  Improved performance management/monitoring and assessment  Be able to better support your head in your existing role  Giving you the confidence to pursue the next step

Contact: Carol Harris Teaching School: Castle Phoenix Tel: 024 7644 4822 extension 107 Booking: Book your place Email: [email protected] Costs: £500

Sessions Date Time Venue Brief Outline Session 1 Thursday 8 1.00 – Caludon Castle Leading Highly Effective Teams November 2018 4.00pm  Creating, sharing and implementing vision  Working successfully with Governors  Knowing your team  Your leadership style and impact Session 2 Tuesday 11 1.00 – Caludon Castle Best Practice in Data Gathering and December 2018 4.00pm Use  Understanding a range of practical strategies to use data effectively with a wide range of users and stakeholders Session 3 Thursday 24 1.00 – Caludon Castle Overcoming Challenges January 2019 4.00pm  Courageous conversations

 Colleagues that present us with challenge  Work-life-balance  Ofsted  Performance Management

Session 4 Tuesday 26 1.00 – Caludon Castle Leading Your School Role in the March 2019 4.00pm Wider Community  Your school in the local community  Building effective relationships  Parents as partners

Session 5 Monday 13 May 1.00 – Caludon Castle Steps to Securing Your First 2019 4.00pm Headship  Which job? What type of school?  Applying and securing a first headship

Session 6 Thursday 20 June 1.00 – Caludon Castle You’ve Got Your Headship – What 2019 4.00pm Now? Don’t Panic!  Day one and beyond To be arranged Up to two days’ experience in Experience individually another setting, to shadow a headteacher and gain greater insight into ‘The Job’

Steps into Deputy Headship “Loved hearing from different leaders” “Opportunity to reflect on how to improve teaching and learning in a different way” “Listening to staff who have implemented the schools ethos on Teaching and Learning” “Open opportunity to discuss a variety of area and share experiences. Really informative and enjoyable”. “Very well led and thought provoking. Course leader is inspirational”. Previous Participants

Brief Overview: Steps into Deputy Headship is a practical, hands-on programme for experienced colleagues who are highly motivated to take up a deputy headship.

This course emanates from the belief that leadership in schools is about delivering high quality provision for all through focusing on improving the effectiveness of leadership practice. Participants are welcome to either book their place on the whole course or book individual sessions. Facilitators: Nationally accredited facilitators for National College Licenced Leadership programmes: - Ann Dudgeon, LLE, Head of Teaching School, Associate Head Teacher, Caludon Castle School - Ann Rayns, SLE, Deputy Headteacher - Caludon Castle School Who is it suitable Assistant Head Teachers who plan to move to deputy headship for: within 24 months. For primary, secondary, Special Educational Needs or EYFS colleagues. What will you take  Practical frameworks/strategies/resources for aspects of away with you? e.g. leadership and implementation resources, learning points etc. What is the  Development through coaching/mentoring intended impact for  Improved Leadership and management you?  Improved performance management/monitoring and assessment  Preparation for Deputy Headship What is the With a focus on school improvement the intended impact intended impact for will be: your school?  Improved teaching and learning standards  Improved outcomes for children and improving attainment  Greater leadership capacity Contact: Carol Harris Teaching School: Castle Phoenix Tel: 024 7644 4822 extension 107 Booking Link: Book your place

Email: [email protected] Costs: £75 per session or £300 for whole course

Sessions Date Time Venue Brief Outline Session costs Leading and Monday 3rd 1.00 – To be How to develop, improve and £75 improving December 4.00pm confirmed sustain high quality teaching teaching 2018 across your school Leading an Tuesday 29th 1.00 – To be The key management systems £75 effective January 2019 4.00pm confirmed required in an effective school, school particularly teacher performance, pupil behaviour and financial management Leading Thursday 4th 1.00 – To be How to improve practice and raise £75 inclusion: March 2019 4.00pm confirmed expectations so that all pupils, but achievement particularly those with Special for all Educational Needs and disabilities (SEND) can fulfil their potential. Leading staff Tuesday 21st 1.00 – To be How to work with staff to establish £75 and effective May 2019 4.00pm confirmed and implement professional teams development that improves teaching and pupil behaviour Using data Thursday 27th 1.00 – To be How to analyse and interpret a £75 and evidence June 2019 4.00pm confirmed range of quantitative and to improve qualitative data to monitor and performance evaluate progress, identify strengths and weaknesses and set school improvement priorities

Stepping into Primary Middle Leadership “It was brilliant to see another school in action. Able to apply skills talked about in session” “It was great today to put theory into practice in terms of focusing on our lesson observation skills and looking at how we can use this tool to take our school forward.” Participants’ feedback from previous courses

Brief Overview: Stepping into Middle Leadership is a nine-month programme that aims to equip new leaders with the right tools to be highly effective in their schools today. Whether aspiring leaders choose a one-off session or the complete programme, this tailored course will help to develop confidence and leadership skills that will have an immediate impact on day-to-day practice back at school. A new and exciting feature of this programme is to work alongside and network with experience middle leaders.

Facilitators: Rob Darling, Headteacher, Walsgrave C of E Primary

Who is it suitable for: Primary School colleagues with an interest in developing their leadership and management skills and understanding. It is particularly relevant for those aspiring to hold or recently promoted to a TLR position. It is also excellent preparation for the National Professional Qualification for Middle Leadership (NPQML) What will you take away Delegates will gain knowledge and understanding of: with you? e.g. resources,  How to contribute effectively to whole school leadership and learning points etc. management;  How effective leadership and management contributes to school improvement;  Leadership and management practices in their own settings and how they could be even more effective.

What is the intended Through a wider understanding of the role of the Standards impact for you? Leader, coupled with increased security around judging effective Teaching and Learning, you will have the confidence and skills to have a definite impact in school. What is the intended The confidence to apply skills from the classroom to a middle impact for your school? management role.

Contact: Carol Harris Teaching School: Castle Phoenix Booking Link: Book your place Tel: 024 7644 4822 extension 107 Email: [email protected] Costs: £450

Sessions Date Time Venue Brief Outline Session 1 Tues 16th 9.00am – Walsgrave An Overview of October 12.00pm C of E Leadership & 2018 Primary Management School  Understanding leadership & management  Vision and values; ethos and climate  Different leadership styles  How strategic planning affects what we do Session 2 Tues 4th 9.00am – Walsgrave The Importance of December 12.00pm C of E Data and Provision 2018 Primary Management School  The Standards Leaders’ ‘Toolkit’  Understanding different forms of data  Provision Management – a guide  Phase development planning Session 3 Tues 29th 9.00am – Walsgrave Developing January 12.00pm C of E Judgements for 2019 Primary Evaluating Teaching School & Learning  Identifying strategies to support leaders to carry out an effective book trawl  Spotting high quality marking and the impact on attainment and progress  Lesson observation LIVE (to help new leaders identify what we are looking for and why)  Feeding back Session 4 Tues 19th 9.00am – Walsgrave Leading and Shaping March 12.00pm C of E New Initiatives 2019 Primary  Gaining confidence to School lead new initiatives successfully  Delivering high quality CPD  Sharing good practice: Innovative Teaching and Learning examples

Session 5 Thurs 11th 9.00am – Walsgrave Emotional June 2019 12.00pm C of E Intelligence and Primary Leadership School  Leading a team  Coaching and mentoring  Difficult conversations  Identifying your Unique Selling Points (USPs) Session 6 To be arranged by negotiation with Standards Shadowing a Current Leader Mentor Standards/ Middle Leader *Can only take part in this session if participants  A session which have been to 3 or more sessions during the consists of between 2 – course of the year. 3 hours of face-to-face work with a current effective Standards Leader  This time will be shaped by the needs of each individual and may consist of some of the above

The RSA Leadership Development Programme

Brief Overview: Our leadership development programme has been put together in collaboration with Birmingham City University, and is designed to provide an effective balance of theoretic and practical leadership development. Colleagues will be required to lead a project within their school, with assessment as follows: 1. Project Assessment - presentation of the project impact to Senior Team 2. Written Assessment – evidence against leadership standards 3. Project based activity assignment to gain 20 Masters credits through BCU (optional) Facilitators: Our facilitators are experienced senior leaders and have delivered leadership training through NPQML and NPQSL. Who is it suitable for: Aspiring or current middle leaders. Aspiring or current senior leaders. The elective modules will be different for aspiring senior leaders, as will the nature of the leadership project. What is the intended  You will develop your skills as a leader. You will understand the impact for you? key challenges and responsibilities for leaders within schools. What will you take away You will be able to lead a project within your school and receive with you? e.g. resources, valuable feedback on your leadership development. learning points etc.  Leadership strategies and resources.  20 Masters Credits (Birmingham City University)...if signed up to a Masters course with BCU Teaching School: RSA Academies’ Teaching School Alliance Tel: 024 76302580 Ext.223 / [email protected] Costs: £250 (£700 with 20 Masters credits)

Sessions Date Venue Brief Outline Session 1 Wednesday 17th Either Whitley Effective leadership October 2018 Academy or RSA Course overview ALL Day Academy Arrow Vale, Core Module Thursday 15th Redditch Leading Change 1 Nov 2018 Project Approval 4.00-6.00pm Core Module Wednesday 5th Impact and Influence 2 Dec 2018 4.00- Leadership Pitfalls 6.00pm

Leadership Monday 14th Jan Research Methods Development 2019 Master Credits 1.00-4:30pm Project Tutorials Elective Thursday 7th Data Module – Feb 2019 Leading Learning Senior & 8:30am- Ofsted Middle 12:00pm Leadership Elective Thursday 7th The key to senior Module – March 2019 leadership Senior & 4.00-6.00pm Leadership Scenarios Middle Leadership Measuring 17th June 2019 Evaluating the project Impact 4-6pm

Developing Greater Understanding of Progress 8 and KS4 accountability measures Brief Overview: This session forms part of a series of sessions offered by the Local Authority designed to support Governors in their role. This session will be delivered by Anna Ford who is the Senior Data Lead at Sidney Stringer Academy. This will be a one hour session and will help Governors to understand this key accountability measure and what Governors need to understand in order to be able to hold the school to account. The session will involve:  What are the main accountability measures at KS4? (Progress 8, Basics, EBACC)  How do they measure performance? What is considered to be good performance and what is not?  What information should the school be sharing with you as Governors? How much do you need to know?  What kinds of questions should you be asking school leaders about performance?  A task where you are presented with some KS4 data available to Governors to analyse and come up with some questions to ask leaders.  What do you need to do if you do not think the data is good?  Reliability and validity of data?

For more information about the other sessions available, please contact the Local Authority Governor Support Service. Facilitators: Anna Ford-Senior Data Lead at Sidney Stringer Academy

Who is it suitable for: Any Governor What will you take away A clear understanding of data presented and the right questions with you? e.g. resources, to ask. learning points etc. What is the intended impact for you and your school? Contact: Trudy Bell Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £60 for schools that subscribe to the Governor Support Services. Book on via GovernorHub. £65 for non-subscribing schools. Book on by emailing [email protected] Session Date Time Venue Brief Outline 1 11/06/19 4-6pm EIC Building SSA As above

Preparing for Ofsted as a Governor

Brief Overview: This session forms part of a series of sessions offered by the Local Authority designed to support Governors in their role. This session will be led by Wendy Tomes who is CEO of the Sidney Stringer Multi Academy Trust as well as a National Leader of Education and an additional Ofsted Inspector.

The role of Governors in an Ofsted is crucial and there will be judgments and comments made about the quality of governance in any Section 5 report.

This one hour session will cover the following:

 What do Governors need to do to prepare before the inspection  What happens with Governors during the inspection.  What kind of questions will they ask Governors? (This will form the bulk of the session and we will discuss examples of answers you might give  Why have some inspections led to a Governance review? For more information about the other sessions available, please contact the Local Authority Governor Support Service.

Facilitators: Wendy Tomes, CEO Sidney Stringer Multi-Academy Trust National Leader of Education and Ofsted Inspector

Who is it suitable for: Any Governor

What will you take away There will be a resource to take away with model questions and with you? e.g. resources, also a question and answer session at the end with one of our learning points etc. What Directors who has been involved in Ofsted Inspections as part of is the intended impact for school Inspections across Primary, Secondary and Special you and your school? schools in our MAT.

Contact: Trudy Bell Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £60 for schools that subscribe to the Governor Support Services. Book on via GovernorHub. £65 for non-subscribing schools. Book on by emailing [email protected]

Sessions Date Time Venue Brief Outline 1 13/11/18 4-6pm EIC Building As above SSA

Challenge and Support for your EYFS Brief Overview: To work in partnership with schools to secure continuous quality improvement that leads to impact

Facilitators: Name School Rebekah Hayes Castle Wood School Stacey Rutherford Castle Wood School Lorraine Rutherford Castle Wood School Who is it suitable for: Leaders of the Early Years Foundation Stage

What is the intended Ofsted’s report ‘Bold Beginnings’ highlighted the need to ensure impact for you? that the EYFS curriculum was ‘fit for purpose’ and that ‘children What will you take away were equipped to meet the challenges for Year 1 and beyond’. To with you? e.g. resources, embed these ideas, it was acknowledged that there was a need for learning points etc. ‘significant investment in staff development’.

Challenge and Support for your EYFS is designed to help you meet the challenges in ‘Bold Beginnings’. A named EYFS Specialist will be attached to your school and offer tailored challenge and support for your EYFS Leaders and team. This can be through the vehicle of critical friend, training, data analysis and evaluation.

There are two options available:  Option A - An initial consultation and then 3 half day sessions across the academic year  Option B - An initial consultation and then 6 half day sessions across the academic year Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: - Option A - £740 - Option B - £1395

Deepening Effective Practice in the EYFS - Writing and Maths Brief Overview:  To build confidence in EYFS Practitioners to deliver high quality teaching and learning in the EYFS;  To strengthen knowledge and skills in teaching writing and maths in the EYFS

Facilitators: Name School Stacey Rutherford Castle Wood Julie Duckett Castle Wood Who is it suitable for: EYFS Practitioners

What is the intended The day will be divided into two separate workshops. The morning impact for you? will focus on writing in the EYFS. There will be consideration of What will you take away the two strands of writing - secretarial and authorship. Colleagues with you? e.g. resources, will have opportunity to explore ideas for embedding both strands learning points etc. to secure children’s outcomes.

The afternoon session will focus on the strands of mathematical development in the EYFS. Colleagues will have opportunity to explore how children develop mathematical skills and knowledge. Time will be given to how the learning environment can support embedding maths in the EYFS and impact on children’s outcomes. Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: Cost per person: £130 for the whole day

Or available as two separate workshops: £80 for the morning £70 for the afternoon session

Sessions Date Time Venue Brief Outline Session 1 17th January 9:30am- Castle Writing and Maths 2019 3.30pm Wood (9:30am-12:30pm) (1:00pm- School 3.30pm)

Developing and Nurturing Confident EYFS Practitioners Brief Overview:  To support the confidence and knowledge of practitioners new to teaching and learning in the EYFS;  To support colleagues in identifying the statutory expectations of children in the EYFS and how that impacts upon their organisation of learning across the year  To consider ways of evidencing significant learning  To explore successful strategies for organising an effective learning environment, indoors and outdoors  To explore the role of the adult in positive outcomes for children Facilitators: Name School Rebekah Hayes Castle Wood School Stacey Rutherford Castle Wood School Lorraine Rutherford Castle Wood School Who is it suitable for: Colleagues who are new to teaching in the EYFS - Nursery or Reception What is the intended 1. Establishing the non-negotiables of effective EYFS impact for you? practice and creating an environment which promotes What will you take away learning and impacts progress. with you? e.g. 2. Considering the needs of all learners - supporting learners resources, learning with additional needs and challenging the more able. points etc. 3. Investigating ways to document learning in the EYFS and how this can be used to support quantitative data and articulate qualitative progress. 4. Considering transitions and school readiness - creating firm foundations for a flying start to the following year Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: £375 for all four sessions Or Individually - £150 for whole day sessions and £75 for half day sessions

Sessions Date Time Venue Brief Outline Session 1 11th October 9.15am- Castle Leading Learning in the 2018 3.15pm Wood EYFS/ Creating an School environment which encourages resilient learners

Session 2 30th January 9.15am- Castle An inclusive framework - 2019 3.15pm Wood Teaching and Learning for School all/Learning, Playing and Interacting Session 3 21st March 9.15am- Castle Documenting Learning to 2019 3.15pm Wood School articulate progress Session 4 12th June 9.15am- Castle Understanding children’s 2019 3.15pm Wood experience of change and School transition

Early Development for Children with Autism Brief Overview:  To support knowledge of early development for children with Autism  To promote strategies to support the development of children with Autism Facilitators: Name School Stacey Rutherford Castle Wood School Heidi Mayer Castle Wood School

Who is it suitable for:  Early Years Colleagues in mainstream and special education  Primary Colleagues in mainstream and special education What is the intended  Early intervention will be explored impact for you?  Exploration of strategies and approaches to raise self- What will you take away awareness, joint attention and imitation as building blocks for with you? e.g. resources, development of interaction and play learning points etc. Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: £150 per person for all three sessions.

Sessions Date Time Venue Session 1 14th November 2018 9.15am-12.15pm Castle Wood School

EYFS Leader’s Network Brief Overview:  Discuss the latest developments in the EYFS  Share effective practice  Hear input from specialists on a range of relevant topics Facilitators: Name School Rebekah Hayes Castle Wood School Stacey Rutherford Castle Wood School Lorraine Rutherford Castle Wood School Who is it suitable for:  Leaders of the Early Years Foundation Stage What is the intended  Opportunity to network and share effective practice across impact for you? networks What will you take away  Occasion to visit different settings, both mainstream and with you? e.g. resources, special learning points etc. Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: £60 per individual session

Sessions Date Time Venue Brief Outline Session 17th October 3:45- Moat House Discuss the latest developments in 1 2018 5:45pm the EYFS Share effective practice Hear input from specialists on a range of relevant topics Session 13th February 3:45- Holbrooks Discuss the latest developments in 2 2018 5:45pm the EYFS Share effective practice Hear input from specialists on a range of relevant topics Session 5th June 2018 3:45- Castle Discuss the latest developments in 3 5:45pm Wood the EYFS Share effective practice Hear input from specialists on a range of relevant topics

Early Years Twilight Essentials Brief Overview:  To strengthen knowledge and skills of the EYFS teams in schools  To offer the opportunity for EYFS teams to access high quality twilight training tailored to their roles in school. Facilitators: Name School Rebekah Hayes Castle Wood School Stacey Rutherford Castle Wood School Lorraine Rutherford Castle Wood School Who is it suitable for:  EYFS Teams in all schools;  Colleagues wishing to know more about the common themes in the EYFS. What is the intended Six themes are available - impact for you? 1. Sustained Shared Thinking What will you take away 2. Learning, Playing and Interacting with you? e.g. resources, 3. Early Writing learning points etc. 4. Early Mathematics 5. Documenting Learning 6. An Effective Learning Environment - Indoors and Outdoors

Each will be a one- hour twilight session delivered to the EYFS team in school. Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: £175 per theme

Sessions Date Time Venue Dates and times to be agreed with individual schools Castle Wood School

Strengthening Leadership for Learning and Development in the EYFS Brief Overview:  To establish the knowledge and skills needed for leadership of an effective EYFS  To explore areas of the EYFS to evaluate to support an effective and robust learning environment and secure outcomes for children

Facilitators: Name School Rebekah Hayes Castle Wood School Lorraine Rutherford Castle Wood School Who is it suitable for: Early Years Leaders

What is the intended Embedding Quality through EYFS Leadership – What is high impact for you? quality EYFS practice? How do you ensure it is embedded in What will you take away your setting? Colleagues will consider curriculum and leadership with you? e.g. resources, and management of teams. learning points etc. Accountability in EYFS Leadership to impact children’s outcomes – colleagues will consider robust systems and protocols, analysis of data, articulation of progress and documenting evidence to support learning.

Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: £275 per person for both

Sessions Date Time Venue Session 1 3rd October 2018 Castle Wood School 9.15am-3.00pm

Session 2 6th February 2019 Castle Wood School 9.15am-3.00pm

Supporting Reading Comprehension and Inference Brief Overview: The course covers:  The reasons why some pupils struggle with comprehension.  Using inference training techniques to support comprehension in whole class situations.  How to deliver a small group intervention to pupils in Training KS2/KS3 to improve comprehension skills. A resource folder and CD of resources is provided as part of the course fee.

Facilitators: Michelle Deeming Reading Recovery Teacher Leader

Who is it suitable for: For Teacher and Teaching Assistant pairs Whole school training is also available, email [email protected] for details and costings

What will you take away with  Greater understanding of the causes of comprehension you? e.g. resources, difficulties. learning points etc.  Understanding of how to incorporate inference training techniques into whole class teaching.  Understanding of how to deliver an Inference Training Intervention to a small group.  Training and resource file.

What is the intended impact  The course is designed to improve the comprehension skills for of targeted pupils through intervention and improve the whole you? class teaching of reading through the incorporation of Inference Training techniques.

What is the intended impact Development of skilled practitioners with an increased for understanding of how to support the development of reading your school? comprehension through intervention and whole class teaching. Teaching School: Blue Sky

Email: [email protected]

Tel: 02476 453314

Costs: £350 per teaching pair, includes one Inference Training Resource Folder per pair (normal cost £53.50)

Session Date Time Venue Brief Outline 1 day Friday 30th 9:00am–3.00pm Sacred Heart See above only November Primary School 2018

½ day Monday 10th 09.00am– Sacred Heart See above December 12.00pm Primary School 2018

1 day Friday 7th 9:00am–3.00pm Sacred Heart See above only June Primary School 2019 REPEAT ½ day Thursday 09.00am – Sacred Heart See above 27th June 12.00pm Primary School REPEAT 2019

Boosting Reading @ Primary (BR@P) Spring term Brief Overview: The programme – Boosting Reading @ Primary is a targeted one- to- one intervention, designed to be delivered over a 10-week period. It is designed to improve the way children read, enabling them to be independent problem solvers who read with enjoyment and Facilitators: Runedaersdingta nRdecingo.v ery Teacher Leader: Michelle Deeming

Who is it suitable for: Experienced TAs, Support Assistants, and Learning Mentors What will you take away with  Lesson observations, information on the reading process, you? e.g. resources, the learning points etc. use of questioning, praising and prompting skills, running record assessment and record keeping  Training and resource booklet What is the intended impact  This course equips trainees to deliver a targeted, individual, for ten week intervention; you?  The course is designed to improve the teaching of reading, enabling readers to become independent problem solvers who read with understanding and enjoyment

What is the intended impact An average of 1yr 2mths progress in reading in 10weeks for (Statistics your school? from Education works) Development of skilled practitioners with an increased Teaching School: Blunduee rSsktayn ding of theory and practice of how pupils learn to read

Email: [email protected]

Tel: 02476 453314

Costs: £350 covering both days and including training materials and lunch

Sessions Date Time Venue Brief Outline

Session 1 Monday 1st 9.00am-3.00pm Sacred Heart Primary Part 1 July 2019 School

Session 2 Thursday 9.00am-3.00pm Sacred Heart Primary Part 2 15th July School 2019

Boosting Reading @ Primary (BR@P) B rief Overview: The programme - Boosting Reading @ Primary is a targeted one- to-one intervention, designed to be delivered over a 10 week period. It is designed to improve the way children read, enabling them to be independent problem solvers who read with enjoyment and understanding.

Facilitators: Reading Recovery Teacher Leader: Michelle Deeming

Who is it suitable for: Experienced TAs, Support Assistants, and Learning Mentors What will you take away with  Lesson observations, information on the reading process, you? e.g. resources, the use of questioning, praising and prompting skills, learning points etc. running record assessment and record keeping  Training and resource booklet What is the intended impact  This course equips trainees to deliver a targeted, individual, for ten week intervention; you?  The course is designed to improve the teaching of reading, enabling readers to become independent problem solvers who read with understanding and enjoyment

Email: [email protected]

Tel: 02476 453314

Costs: £350 covering both days, including training materials and lunch

Sessions Date Time Venue Brief Outline

Session 1 29th October 9:00am– 3:00pm Cedar Lodge Part 1 2018 Sacred Heart

Session 2 26th 9:00am– 3:00pm Cedar Lodge Part 2 November Sacred Heart 2018

Achieving Greater Depth in Writing at Key Stage Two (Included as part of the English package) Brief Overview: Exploring and developing practitioner’s understanding of the requirements of the Greater Depth standard of writing at Key Stage 2, and looking at ways to support this through the English curriculum. With a focus on moving children from the expected standard of writing towards greater depth, together we will explore how to challenge your children in order to enable them to apply their writing skills across the curriculum. Facilitators: Megan Scullion The Romero Academy Who is it suitable for: Year 5 and 6 teachers, KS2 leaders and English Subject Leaders

What is the intended The training will: impact for you? • Give teachers a deeper understanding of the greater depth What will you take requirements in the Writing Assessment Framework away with you? e.g. • Focus on developing cohesion and flow, moving beyond resources, learning points etc. the exploration and practice of a range of writing techniques into honed, author-like content. • Provide you with a range of practical activities to demonstrate what classroom practice may look like. • Consider how to closely develop pupils’ ability to understand word meanings and authors’ uses of language, moving them from basic to deeper management of their own vocabulary, sentence construction and grammar when writing. • Enable your pupils to achieve excellence in writing. • Creating exciting writing opportunities that enable children to showcase these skills • Creating models of writing that inspire the children, exemplify the standards and give us the opportunity to become greater depth writers too! This course will draw on the recent guidance from the STA, the recent exemplification materials as well as use some of the moderator training materials. It may be helpful for participants to bring with them any key texts that support the teaching of writing in their Year 6 classes.

Teaching School: Blue Sky Tel: 02476 453314 Email: [email protected] Booking Link: blueskytsa.org Costs: £75 OR Primary English package: £500 for up to two places on all 8 English courses identified as ‘included in the English package’.

Sessions Date Time Venue Session 1 Mon 28th 1:00pm – Sacred Heart Primary School January 2019 4:00pm

Diminishing the Gap - Developing Communication, Language and Literacy Brief Overview:  To deepen knowledge of developing communication, language and literacy for children with SEND  To investigate practical strategies for communication, language and literacy for children with SEND Facilitators: Name School Suzanne Kavanagh Castle Wood School Stacey Rutherford Castle Wood School Rachel Ward Castle Wood School Who is it suitable for:  Primary colleagues  EYFS colleagues

What is the intended 1. Communication and Language Strategies - focus on the impact for you? challenges experienced by children with SEND and practical What will you take away strategies for supporting learning. with you? e.g. resources, 2. Reading strategies/Writing strategies - explore some of the learning points etc. common issues which challenge children with SEND regarding reading and writing and investigate practical strategies for supporting learning. Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: Cost per person: - £195 for all 3 sessions - £130 for reading and writing when purchased together If purchased individually: - Communication and Language £80 - Reading £80/ Writing £70

Sessions Date Time Venue Brief Outline Session 31st 9.15am- Castle Wood Communication and Language 1 October 12.15pm School Strategies 2018 Session 24th 9.30am- Castle Wood Reading strategies/writing 2 January 3.30pm School strategies 2019 (9.30am-12.30pm) (1.00- 3.30pm)

Early Reading Development Brief Overview: A two day course for: Teachers who are newly qualified; teachers who are new to Early Years/KS1 and TAs who are supporting early reading within the EY/KS1 classroom, or as part of an intervention.

The course will cover reading development through Foundation Stage and into Key Stage 1. It will provide guidance on close observation of early readers; strategies to support independent Facilitators: Rpreoabldeingm- soReclvionvgery, bo Tokea banchedr s;Le faludeencyr: M aichnde complle Deremiehenngs ion.

Who is it suitable for: NQTs, Teachers new to Early Years/ KS1 or TAs What will you take away with  Resources to undertake detailed assessments of pupils’ you? e.g. resources, concepts about print, word and letter knowledge. learning points etc.  Ability to complete analytical running records to ascertain pupil book level and reading strategies.  Teaching strategies to support early reading development. What is the intended impact This course will deepen attendees understanding of early reading for development and provide a bank of tools and strategies that can you? be used to identify the reading strategies early readers are using and neglecting and to offer the best ways to support developing readers in the Early Years and KS1. What is the intended impact Development of skilled practitioners with an increased for understanding your school? of theory and practice of how pupils learn to read, which should Teaching School: Blresueul tS ikny f ewer struggling readers at the end of KS1.

Email: [email protected]

Tel: 02476 453314

Costs: £350 pp for both days, including lunch

Sessions Date Time Venue Brief Outline

Session 1 Wednesday 9:00am – 3:00pm Sacred Heart Part 1 1st May 2019 Primary School

Session 2 Friday 10th 9:00am –12.00pm Sacred Heart Part 2 May 2019 Primary School

Grammar Subject Knowledge Enhancement (Included as part of the English package)

Brief Overview: This is a course for teachers and teaching assistants who would like to refresh their grammar subject knowledge. It will give delegates an in-depth knowledge of the National Curriculum requirements for the primary age range and an improved understanding of the key terminology.

Facilitators: Name School Rachel Peavoy Sacred Heart Who is it suitable for: Teachers and teaching assistants

What is the intended Delegates will learn about the National Curriculum expectations impact for you? and grammar terminology, leading to an increased confidence What will you take away when teaching or supporting learning. with you? e.g. resources, learning points etc. Teaching School: Blue Sky Tel: 02476 453314 Email: [email protected] Booking Link: blueskytsa.org Costs: £75 for both sessions OR Primary English package: £500 for up to two places on all 8 English courses identified as ‘included in the English package’.

Sessions Date Time Venue Brief Outline Session 1 Tues 2nd 3:30pm Sacred Part 1 October – Heart 2018 5:00pm Primary School Session 2 Tues 6th 3:30pm Sacred Part 2 November – Heart 2018 5:00pm Primary School

KS1 English Essentials (Included as part of the English package) Brief Overview: Delegates attending this course will spend time looking at the statutory tests at the end of KS1 and explore ways of teaching writing and grammar to engage learners and consider how to improve progress and attainment through KS1. Facilitators: Phoebe Rice (LA moderator) Sacred Heart Who is it suitable for: KS1 teachers

What is the intended  To develop your understanding of the writing requirements for impact for you? children in KS1 What will you take away  To develop your understanding of the grammar requirements for with you? e.g. resources, children in KS1 learning points etc.  To experience a range of teaching techniques and activities to bring English to life in KS1

Sessions Date Time Venue Session 1 Mon 11th 1:00pm – 4:00pm Sacred Heart Primary February 2019 School

Phonics: Year 1 screening check- administering the check in 2019 for teachers who are new to Year 1

Brief Overview: This training will support new practitioners in knowing how to administer the Year 1 Phonics Screening check correctly according to the guidance from DfE. The session will provide increased subject knowledge and understanding of phonics and application across the curriculum.

Facilitators: Lynne Burns: SLE specialising in English

Who is it suitable for: Year 1 teachers and anyone who is administering the phonics screening check for the first time

What will you take away Any materials used on the course will be sent electronically to with you? e.g. resources, delegates after the session. learning points etc. Resources to support teaching, learning in phonics

What is the intended Ability to administer the year 1 screening checks correctly to impact for you? ensure that you are compliant with national guidelines.

What is the intended • Understand your statutory requirements for the phonics impact for your school? screening check

• Plan for the check

• Administer the check

• Submit your school’s check

Contact: Trudy Bell Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714)

Email: [email protected] Costs: £50

Sessions Date Time Venue Session 1 7th May 2019 2-3:30pm SSA

Phonics in Practice (Included as part of the English package) Brief Overview: This one off half day session will look at the basic principles behind phonics and the language and terminology associated with phonics. It will ensure participants are secure with teaching the skills of blending and segmenting. It will look at some games and activities Facilitators: Nwhameich can School Lbeyn usnee Burnsd to su pport the teaching of Spphoonni Gcs.at e Primary Who is it suitable for: Teaching Assistants in Foundation Stage and Key Stage 1 What is the intended impact  Understanding of the alphabetic code and segmentation and for blending you?  Understanding of the language associated with phonics e.g. What will you take away phoneme, grapheme, digraph with you? e.g. resources,  How to deliver an effective session learning points etc.  Practical games and activities to support phonic learning for younger pupils Teaching School: Blue Sky TSA [email protected] Tel: 024 76453314 Costs: £75 OR Primary English package: £500 for up to two places on all 8 English courses identified as ‘included in the English package’.

Session Date Time Venue Brief Outline Session 1 Wednesday 31st 1.15 –3.30pm Sacred Heart As above October 2018 Primary School

Results in Reading! (Included as part of the English package)

Brief Overview: The training aims to developing delegate’s understanding of reading comprehension skills and demonstrates how to support children in these skills through numerous teaching strategies, games and ideas. You will return to the classroom with an understanding of how to support children in becoming confident readers. This course will give you a unique range of ideas to inspire both your teaching and the organisation of reading in the classroom.

Facilitators: Megan Scullion The Romero Academy Who is it suitable for: KS2 Class Teachers and English Subject Leaders

What is the intended  To increase understanding of the reading comprehension impact for you? expectations of the National Curriculum What will you take away  To analyse and increase understanding of the requirements with you? e.g. resources, of reading at a National Test level learning points etc.  Evaluate the use of whole class reading vs guided reading and develop strategies for a marriage between the two!  To provide you with a range of strategies, activities and methods to support the effective teaching of reading comprehension

Sessions Date Time Venue Session 1 Fri 11th January 2019 1:00pm – 4:00pm Sacred Heart Primary School

The Teaching of Writing for the Less Able (KS2) (Included as part of the English package)

Brief Overview: A chance to explore a range of classroom strategies, techniques and activities that have been used to develop the writing of the less able children in the classroom.

Facilitators: Megan Scullion The Romero Academy Who is it suitable for: KS2 teachers, KS2 leaders, SEND Coordinators and English Subject Leaders

What is the intended  To develop your understanding of the writing impact for you? requirements for those children who are below national What will you take away standards in KS2 with you? e.g. resources, learning points etc.  Focus on developing writing opportunities for those who are less able with improved outcomes  Time to reflect on the standard of your less able writers, with opportunities to develop an action plan in order to allow them to progress within the writing curriculum

Sessions Date Time Venue Session 1 Wed 28th 1:00pm – 4:00pm Sacred Heart Primary School November 2018

Leading & Managing Primary Mathematics Brief Overview:  Leadership – To raise awareness of current issues and initiatives including new National assessment updates. To offer practical advice and opportunities to undertake leadership tasks such as the scrutiny of work to judge progress. To sign post and provide guidance and resources available to support curriculum development, including CPD and touch base sessions.  Subject knowledge - enhancing knowledge, skills and understanding within identified areas, including at least two prepared CPD sessions with powerpoint and resources for use in own setting  Pedagogy – developing skills with reference to current research and practice including enhancing the use of the CPA (Concrete, Pictorial, Abstract) approach to teaching and learning and effective questioning

Three half-day termly sessions Facilitators: Name School Rebecca Chandler, AHT & SLE Parkgate Primary School specialising in mathematics

Andrea Blundred, AHT & SLE Parkgate Primary School specialising in mathematics

Who is it suitable for: Mathematic subject or curriculum leads

What is the intended  Enhanced capacity to lead mathematics impact for you?  Personalised professional development for use in school What will you take away  Up-to-date guidance pertaining to new and existing initiatives with you? e.g. resources, learning points etc. and research Practical ideas and resources incorporated throughout the sessions to take away and sent electronically, enabling participants to incorporate ideas immediately into school practice or adapt as required. Contact: Claire Adams Teaching School: President Kennedy Teaching School Alliance Tel: 024 76637381 Email: [email protected] Costs: £260 for three sessions including CPD packages to take away

Sessions Date Time Venue Brief Outline 9.00am - EIC 12.00 pm building  Focused support on Session 1 08.11.18 OR Sidney leadership 1.00 - 4.00pm Stringer

EIC  Subject knowledge and 9.00 - 12.00 building pedagogy Session 2 07.02.19 OR Sidney 1.00 - 4.00  National updates and Stringer initiates – including assessment and testing  CPD sessions and EIC 9.00 - 12.00 resources building Session 3 14.6.19 OR Sidney  Collaborative working 1.00 - 4.00 Stringer with colleagues

Mastering number and calculation in Years 1 and 2

Brief Overview: This course will consider:

 What is meant by mastery? Varied fluency  What are the features of mastery in the context of number and calculation?  How can we ensure mastery for the majority of learners?  Deepening mathematical understanding through reasoning and problem solving  Enhancing the use of the CPA (Concrete, Pictorial, Abstract) Facilitators: Name School Rebecca Chandler, AHT & SLE specialising in Parkgate Primary School mathematics Andrea Blundred, AHT & SLE specialising in Parkgate Primary School mathematics

Who is it suitable for: Teachers of year 1 & 2

What is the intended Practical ideas and resources incorporated throughout the impact for you? session to take away and sent electronically, enabling you to What will you take away incorporate ideas immediately into classroom practice or adapt as with you? e.g. resources, you wish. learning points etc.  Delegates will have enhanced their understanding of ‘mastery’, leaving with resources and ideas on when and how to use practical apparatus to build conceptual understanding, whist embedding understanding through problem solving and reasoning.  They will have greater creativity in applying number and calculation  They will have a bank of ideas to enhance the teaching of maths Contact: Claire Adams Teaching School: President Kennedy Teaching School Alliance Tel: 024 76637381 Email: [email protected] Costs: £80

Sessions Date Time Venue Brief Outline Understanding mastery and how to sequence learning and task design; moving from EIC 9.00 developing conceptual building Session 1 24.1.19 – understanding to fluency Sidney 12.00 practice and application Stringer through problem solving and reasoning tasks, in number and calculation.

Mastering number and calculation in Years 3 and 4

Brief Overview: This course will consider:  What is meant by mastery? Varied fluency  What are the features of mastery in the context of number and calculation?  How can we ensure mastery for the majority of learners?  Deepening mathematical understanding through reasoning and problem solving  Enhancing the use of the CPA (Concrete, Pictorial, Abstract) Facilitators: Name School Rebecca Chandler, AHT & SLE specialising in Parkgate Primary School mathematics Andrea Blundred, AHT & SLE specialising in Parkgate Primary School mathematics

Who is it suitable for: Teachers of year 3 & 4

What is the intended Practical ideas and resources incorporated throughout the impact for you? session to take away and sent electronically, enabling you to What will you take away incorporate ideas immediately into classroom practice or adapt as with you? e.g. you wish. resources, learning  Delegates will have enhanced their understanding of ‘mastery’, points etc. leaving with resources and ideas on when and how to use practical apparatus to build conceptual understanding, whist embedding understanding through problem solving and reasoning.  They will have greater creativity in applying number and calculation  They will have a bank of ideas to enhance the teaching of maths Contact: Claire Adams Teaching School: President Kennedy Teaching School Alliance Tel: 024 76637381 Email: [email protected] Costs: £80

Sessions Date Time Venue Brief Outline Understanding mastery and how to sequence learning and task design; moving from developing EIC building 9.00am – conceptual understanding to Session 1 19.10.18 Sidney 12.00pm fluency practice and application Stringer through problem solving and reasoning tasks, in number and calculation.

Mastering number and calculation in Years 5 and 6

Brief Overview: This course will consider:  What is meant by mastery?  What are the features of mastery in the context of number and calculation?  How can we ensure mastery for the majority of learners?  Deepening mathematical understanding through reasoning and problem solving  Enhancing the use of the CPA (Concrete, Pictorial, Abstract)

Facilitators: Name School Rebecca Chandler, AHT & SLE specialising in Parkgate Primary School mathematics Andrea Blundred, AHT & SLE specialising in Parkgate Primary School mathematics Who is it suitable for: Teachers of year 5 & 6

Contact: Claire Adams Teaching School: President Kennedy Teaching School Alliance Tel: 024 76637381 Email: [email protected] Costs: £80

Session Date Time Venue Brief Outline Understanding mastery and how to sequence learning and task design; moving from developing conceptual 9.00 am– EIC building Session 1 4.10.18 understanding to fluency practice and 12.00pm Sidney Stringer application through problem solving and reasoning tasks, in number and calculation.

Teaching Primary mathematics – KS1 Enhanced course for those new to the profession or teaching key stage1 Brief Overview:  To explore the key features, expectations, pitch and progression of the national curriculum  To enhance and enrich subject knowledge with a particular focus on number, calculation, fractions and problem solving  To deepen mathematical skills and knowledge alongside conceptual understanding, developing the use of manipulatives, key resources and pictorial representations  To provide guidance on how to look for evidence of progress in books, standardisation and moderation activities Facilitators: Name School Rebecca Chandler, AHT & SLE specialising in Parkgate Primary School mathematics Andrea Blundred, AHT & SLE specialising in Parkgate Primary School mathematics Who is it suitable for: NQTs in KS1 Teachers new to teaching the 2014 curriculum in KS1 (including those returning to teaching with very limited knowledge and understanding) What is the intended  To have developed and embedded an appreciation of the three impact for you? aims, fluency, reasoning and problem solving and the What will you take away importance of developing children’s conceptual understanding of with you? e.g. resources, mathematics learning points etc.  To have enhanced subject knowledge and effective pedagogy  To have an understanding of progression and standards in KS1 and moderating learning against these  To increase confidence in teaching mathematics in KS1  To have a bank of ideas and resources Practical ideas and resources incorporated throughout the sessions to take away and sent electronically, enabling participants to integrate ideas immediately into school practice or adapt as required. Contact: Claire Adams Teaching School: President Kennedy Teaching School Alliance Tel: 024 76637381 Email: [email protected] Costs: £250

Sessions Date Time Venue Brief Outline Fluency, Reasoning and Problem EIC building Solving Session 1 11.10.18 1.00 – 4.00pm Sidney Stringer Developing place value and early calculation Exploring number and calculation EIC building part 2 Session 2 6.12.18 1.00 – 4.00pm Sidney Stringer Using of the CPA (Concrete, Pictorial, Abstract) approach Developing early concepts within EIC building Session 3 17.1.19 1.00 – 4.00pm fractions Sidney Stringer Pupil dialogue and questioning EIC building Judging progress in books. Session 4 14.3.19 1.00 – 4.00pm Sidney Stringer Standardisation and moderation.

Teaching Primary mathematics – KS2 Enhanced course for those new to the profession or teaching key stage 2 Brief Overview:  To explore the key features, expectations, pitch and progression of the national curriculum  To enhance and enrich subject knowledge with a particular focus on number, calculation, fractions and problem solving  To deepen mathematical skills and knowledge alongside conceptual understanding, developing the use of manipulatives, key resources and pictorial representations To provide guidance on how to look for evidence of progress in books, standardisation and moderation activities Facilitators: Name School Rebecca Chandler, AHT & SLE specialising in Parkgate Primary School mathematics Andrea Blundred, AHT & SLE specialising in Parkgate Primary School mathematics Who is it suitable for: NQTs in KS2 Teachers new to teaching the 2014 curriculum in KS2 (including those returning to teaching with very limited knowledge and understanding) What is the intended  To have developed and embedded an appreciation of the three impact for you? aims, fluency, reasoning and problem solving and the What will you take away importance of developing children’s conceptual understanding of with you? e.g. resources, mathematics learning points etc.  To have enhanced subject knowledge and effective pedagogy  To have an understanding of progression and standards in KS1 and moderating learning against these  To increase confidence in teaching mathematics in KS1  To have a bank of ideas and resources Practical ideas and resources incorporated throughout the sessions to take away and sent electronically, enabling participants to integrate ideas immediately into school practice or adapt as required. Contact: Claire Adams Teaching School: President Kennedy Teaching School Alliance Tel: 024 76637381 Email: [email protected] Costs: £250

Sessions Date Time Venue Brief Outline EIC Fluency, Reasoning and 9.00am – building Session 1 11.10.18 Problem Solving Developing 12.00pm Sidney number and place value Stringer Calculation methods, laws of 9.00am – EIC Session 2 6.12.18 arithmetic, key skills and the 12.00pm building use of manipulatives (CPA)

Sidney Stringer EIC Fractions and decimals 9.00am – building Session 3 17.1.19 Problem solving and 12.00pm Sidney reasoning Stringer EIC Judging progress in books. 1.00 – building Session 4 14.3.19 Standardisation and 4.00pm Sidney moderation. Stringer

Primary Science Subject Leaders

Brief Overview: The role of the subject leader is crucial to raise standards and support teachers and children. Good leadership will in turn have a positive impact on the quality of science teaching.

You will explore a range of strategies to audit and lead science in your school, understand your role more fully and be able to identify and promote effective primary science.

Facilitators: Steve Essex, SLE specialising in Science, Sidney Stringer Multi- Academy Trust

Who is it suitable for: Primary Science Subject Leaders

What will you take away Each session will provide you with a CPD package for you to with you? e.g. resources, deliver back at school. You will be able to: learning points etc. What is the intended impact for  Set and manage processes for leading science effectively lead you? change in your school to support delivery of the new primary curriculum.  Help make improvements in the teaching and learning in science across the school.

Contact: Trudy Bell Teaching School: Swan Alliance Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £75 per delegate per session

Sessions Date Time Venue Session 1 12.10.18 1.00 to Sidney Stringer Academy 4.00pm Session 2 31.01.19 1.00 to Sidney Stringer Academy 4.00pm Session 3 13.06.19 1.00 to Sidney Stringer Academy 4.00pm

MFL made easy: Strategies for making it more manageable to teach foreign languages at primary level

Brief Overview: Quick, easy, high impact strategies for successfully implementing foreign languages into a busy and demanding primary school timetable. Facilitators: Name School Rochelle Cocksworth, SLE Inspire Education Trust Who is it suitable for: Teachers and Subject Leaders

What is the intended impact for By the end of the course, practitioners will feel confident in their you? ability to lead and teach foreign languages in the primary classroom. What will you take away with They will have a range of ideas and resources that help make it you? e.g. resources, learning manageable, even for the less confident linguists, to ensure that all points etc. KS2 pupils are receiving the statutory government requirement of learning a foreign language at primary school level.

Teaching School: Castle Phoenix Tel: 02476 444822 ext 107 Email: [email protected] Booking Link: Book your place Costs: £75

Sessions Date Time Venue Brief Outline Session 1 Monday 9am – Caludon Castle This course will offer specialist support and tried and 8th 12pm School tested techniques to make teaching and learning in October foreign languages manageable and successful in all 2018 primary school classrooms.

Music teaching for the non-specialist

Brief Overview: Spend an afternoon learning a variety of techniques to meet the expectations of the National Curriculum. You will leave the course able to teach children to:  use and understand staff and other musical notations  play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression  improvise and compose music for a range of purposes using the inter-related dimensions of music The course will be a fun, interactive experience which will leave you enthused about teaching music.

Facilitators: Name School Paul Madia Sacred Heart Who is it suitable for: Primary teachers and teaching assistants who hope to improve their own confidence when teaching music.

What is the intended  Delegates will gain confidence when teaching music and leave impact for you? with the knowledge of what children need to learn and lots of What will you take away ideas for activities to try with you? e.g. resources, learning points etc. Teaching School: Blue Sky Tel: 02476 453314 Email: [email protected] Booking Link: blueskytsa.org Costs: £50 per session

Sessions Date Time Venue Session 1 Tues 20th 1:00pm –3:00pm Sacred Heart Primary School November 2018

New to English subject leadership (Included as part of the English package)

Brief Overview: Those new to leading English will attend a course of briefings to support them in their role as a core subject leader. During the year, delegates will gain skills in moderation, observing teaching and learning, sharing feedback to improve standards and triangulating evidence to drive school improvement.

Facilitators: Name School Rachel Peavoy Sacred Heart Megan Scullion The Romero Academy Who is it suitable for: New English subject leaders

What is the intended  Delegates will end the year with a toolbox to enable them to impact for you? lead English effectively and drive standards throughout What will you take away their school with you? e.g. resources, learning points etc. Teaching School: Blue Sky Tel: 02476 453314 Email: [email protected] Booking Link: blueskytsa.org Costs: £200 for 3 sessions OR Primary English package: £500 for up to two places on all 8 English courses identified as ‘included in the English package’.

Sessions Date Time Venue Brief Outline Session 1 Tuesday 16th 1:00pm Sacred Heart  Action planning October 2018 – Primary  Supporting staff 4:00pm School development Session 2 Wednesday 1:00pm Sacred Heart  Monitoring and 16th January – Primary triangulation of 2019 4:00pm School evidence Session 3 Thursday28th 1:00pm Sacred Heart  Moderation March 2019 – Primary 4:00pm School

Oracy Through Drama

Brief Overview: Oracy is such a crucial part of child development and drama is the perfect vehicle to enable children to gain confidence and to find their voice. This course will empower teachers and teaching assistants to deliver fun, engaging and inspirational drama lessons which will support a variety of curriculum areas. It is suitable for drama novices and more experienced practitioners.

Facilitators: Name School Paul Madia Sacred Heart Who is it suitable for: Primary teachers and teaching assistants who hope to improve their own confidence when teaching drama.

What is the intended  Delegates will leave with a range of drama techniques to impact for you? take away and use with primary aged children What will you take away  Delegates will gain in confidence and feel empowered to with you? e.g. resources, learning points etc. help children find their voices  Delegates will gain a clear understanding of how skills in oracy can impact on the whole child Teaching School: Blue Sky Tel: 02476 453314 Email: [email protected] Booking Link: Costs: £50 per session

Session Date Time Venue Brief Outline Session Mon 15th 1:00pm – Sacred Heart CPD to improve oracy 1 October 2018 3:00pm Primary School in children

Primary NQT Programme

Brief Overview: The programme will support NQTs continue to improve teaching and learning in their classrooms. This course provides a range of skills and understanding suitable for all sectors and supporting colleagues in completing their induction year.

 This course is designed to support NQTs and consists of seven sessions through-out the year delivered by colleagues from the primary sector.

 Between sessions the NQTs will be encouraged to meet with other NQTs from their School Improvement Network

 Elements of some sessions will have a subject specific focus.

Facilitators: The Swan and Blue Sky Teaching School Alliances are delighted to offer a Newly Qualified Teacher Programme for primary practitioners. It is delivered by our outstanding team of facilitators who are SLEs, senior leaders and practitioners responsible for teaching and learning.

Who is it suitable for: Primary Newly Qualified Teachers.

What will you take  Developed resources and strategies. away with you? e.g. resources, learning  Support NQTs to consolidate their skills and move to consistently points etc. What is the good or better teaching intended impact for you?  Empower teachers to transform the lives of children

 Improved teaching and learning

 Additional capacity to support the development of NQTs

Contact: Trudy Bell Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £350

Sessions Date Time Venue Brief Outline

Session 1 FKS/KS1 1-4pm SSA Relationships with others: 0.5 08.10.18  Classroom management and positive behaviour strategies KS2  Develop professional relationships 09.10.18 with colleagues  Develop effective relationships with support staff

 Developing successful relationships with parents/carers  Working with stakeholders Session 2 FKS/KS1 1-4pm SH Planning and assessment: 0.5 23.10.18  Plan and teach well- structured lessons KS2  Make use of summative and 24.10.18 formative assessment to secure pupil progress  Providing effective verbal and written feedback Session 3 FKS/KS1 1-4pm SH Spotlight on English: 21.11.18  Strategies to bring English learning to life KS2  Promote a love of reading 22.11.18  Teach grammar in a fun and engaging way  Progression in writing Session 4 FKS/KS1 1-4pm SH Spotlight on maths: 17.01.19  Support on the 3 aims of the National Curriculum: Fluency, KS2 Reasoning and Problem Solving 21.01.19  Developing a CPA approach (Concrete, Pictorial, Abstract)  Understanding mastery in maths Session 5 FKS/KS1 1-4pm SSA Achieving the best outcomes for 07.02.19 all:  Appropriate challenge for all KS2 children regardless of prior 12.02.19 attainment  I.e. - Supporting newly arrived children; EAL learners; higher attainers  Implementing recommendations from external agencies Optional All NQTs 1-4pm Optional drop-in Q & A session: session welcome  Opportunity to talk to the Local 14.03.19 Authority and teaching school facilitators  Interview and application advice  One to one support for specific questions  Statutory testing support Session 6 FKS/KS1 1-4pm SSA Reflection/ Appraisal/ progression 20.05.19  Celebratory breakfast served from 8:15am KS2 21.05.19

Primary ICT and Computing

Brief Overview:  How to make the most of what you already do to meet the curriculum requirements for ICT and Computing  How to break down the requirements of the curriculum  Practical strategies and methods to teach the new aspects of the curriculum.

Facilitators: Andrew Walls, Assistant Head Teacher ICT at SSA

Who is it suitable for: Primary teachers and coordinators of ICT.

What will you take away Relevant resources will be emailed after the session. with you? e.g. resources, learning points etc. What is the intended  Improved knowledge and understanding of the ICT and Computing impact for you? aspect of the curriculum at KS1 and KS.  Practical ideas for how it can be applied.

What is the intended ICT embedded in to and across the curriculum in both KS1 and impact for your school? KS2.

Contact: Trudy Bell Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £50

Sessions Date Time Venue Brief Outline Session 1 01.02.19 09:00– CR1, As above 11:00 SSA

Achieving the best through English assessments at Key Stage 2 (Included as part of our English package)

Brief Overview of A session for practitioners to gather more information about how to best network/ prepare children to achieve their potential in the Key Stage 2 school based English tests and writing moderation. Fsuacipplitorat:ors: Name School Vicky Noone Stoke Primary School (KS2 moderator, SATs marker and Year 6 teacher) Who is it suitable for: Teachers in Year 6 English Subject Leaders Teachers new to Year 6 Experienced teachers to network and consolidate

*This could also run as a network session for a group of schools*

What is the intended  Understand the marking guidelines of the Key Stage 2 English tests impact for and how to ensure children do not lose marks through you? inaccuracies in answers.  Share tips and techniques of how to ensure that quality teaching What will be the throughout the year supports the children to become confident in outcome for the answering test questions, without teaching ‘to the test’. network/ individual  Share expertise of the moderation process and how to ensure that the school? quality teaching of writing throughout the year, supports teachers to gather high quality written work to showcase during the moderation process.

Teaching School: Blue Sky [email protected] Tel: 02476 453314 Costs: £75 OR Primary English package: £500 for up to two places on all 8 English courses identified as ‘included in the English package’.

Session Date Time Venue Brief Outline Session 1 Tuesday 13th Sacred Heart Opportunity to evaluate November 1.00 – Primary School outcomes and validate 2018 3.30pm judgements to inform future planning

Training for KS1 statutory assessments- teachers new to Year 2 Brief Overview:  This training is for teachers who are new to Year 2 and the related processes of end of Key Stage 1 statutory assessments. It is designed to inform and guide delegates through the process of teacher assessment. It will inform teachers about the statutory tests that will be administered in May 2018.  It will also provide the opportunity for teachers to become familiar with end of key stage standards. Facilitators:  Lynne Burns: SLE specialising in English  Andrea Blundred: SLE specialising in maths  Working in collaboration with the Local Authority

Who is it suitable for: This training is for teachers who are new or returning to teach in Year 2.

What will you take Any materials used in this session will be available for teachers on away with you? e.g. the day- national and local guidance will be sent to delegates after resources, learning the session points etc. What is the intended To ensure that teachers new to teaching in year 2 fully understand impact for you? the statutory assessment arrangements for the end of KS1 in 2016.

What is the intended Head teachers will be assured that teachers who are new to impact for your teaching in Year 2 will understand the end of KS1 statutory school? assessment procedures.

Contact: Trudy Bell Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £150

Sessions Date Time Venue Session 1 07.11.18 8:30am- SSA 12:30pm

Training for KS2 statutory assessments- Teachers new to Year 6 Brief Overview:  This day training is for teachers who are new to Year 6 and the related processes of end of Key Stage 2 statutory assessments.  The focus of the session is on teacher assessment related to ongoing teaching and learning throughout the year.  The course is designed to inform and guide delegates through the process of teacher assessment and ensuring there is appropriate curriculum coverage in order to fully prepare pupils for end of key stage tests in reading, maths and GAPS.

Facilitators:  Michelle Porter: SLE for English- reading and writing  Rebecca Chandler: SLE specialising in maths  Working in collaboration with the Local Authority

Who is it suitable for: This training is for teachers who are new or returning to teach in Year 6.

What will you take Delegates will have guidance materials used during the course away with you? e.g. that can be used to support teaching and learning in Year 6 resources, learning points etc. What is the intended To ensure that teachers new to teaching in year 6 fully understand impact for you? the statutory assessment arrangements for the end of KS2 in 2018.

What is the intended Head teachers will be assured that teachers who are new to impact for your teaching in Year 6 will understand the end of KS2 statutory school? assessment procedures.

Contact: Trudy Bell Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £150

Sessions Date Time Venue Session 1 13.11.18 9am-12pm SSA

Planning ahead to meet the end of key stage standards (KS1) Brief Overview:  Reading, maths and writing  This session is designed to help promote accurate and consistent judgements in relation to statutory final teacher assessments for reading, writing and maths.  This half-day session will include standardisation activities to ensure national consistency with regard to the teacher assessment judgements.  Teachers will need to bring evidence for three pupils from across the ability range to enable moderation within small groups.  This session will provide opportunities for teachers to plan to support pupils achieve at greater depth.

Facilitators:  Lynne Burns: SLE specialising in English  Andrea Blundred: SLE specialising in maths  Working in collaboration with the Key stage 1 moderation manager. Who is it suitable for:  All year 2 teachers.

What will you take  Knowledge about how to assess children against the away with you? e.g. teacher assessment framework for reading writing and resources, learning maths points etc. What is the intended  Understanding of how to make accurate judgements for impact for you? reading, writing, maths

What is the intended  Head teachers will be confident that Y2 teachers impact for your understand and are familiar with the standards at the end of school? the key stage and therefore will be able to apply this understanding to assess their own pupils at the end of the key stage. Contact: Trudy Bell Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £75

Sessions Date Time Venue Session 1 05/02/19 9am- SSA 12pm

Standardisation and moderation activities for Year 2 teacher assessment Brief Overview: This course will provide an opportunity to:  Promote making accurate and consistent teacher assessment judgements  Have a shared understanding of curriculum expectations in Year 2 including the use of TAF standards  Complete a standardisation exercise and participate in inter-school moderation  Colleagues will need to bring evidence for three pupils from across the ability ranges Facilitators: Name School Rebecca Chandler, AHT & SLE specialising in Parkgate Primary School mathematics Andrea Blundred, AHT & SLE specialising in Parkgate Primary School mathematics Who is it suitable for: Teachers of Year 2

What is the intended Moderation of key children resulting in the identification of next steps impact for you? to support making TA judgements in June 2019. What will you take away with you? e.g. Enhanced knowledge and understanding to make consistent resources, learning progress judgements. points etc. A shared understanding of what quality evidence looks like and best practice regarding how to gather this.

Resources and guidance to support ongoing AFL opportunities.

Contact: Claire Adams

Teaching School: President Kennedy Teaching School Alliance

Tel: 024 76637381

Email: [email protected]

Costs: £80

Sessions Date Time Venue Brief Outline EIC Using evidence to support making 9.00am building consistent and accurate teacher Session 1 4.4.19 – Sidney assessment judgements in Year 2 12.00pm Stringer and identify next steps.

Standardisation and moderation in Year 3 Brief Overview: This course will provide an opportunity to:  Promote making accurate and consistent progress judgements  Have a shared understanding of curriculum expectations in Year 3 including the use of Year 2 TAF standards  Complete a standardisation exercise and participate in inter-school moderation  Colleagues will need to bring evidence for three pupils from across the ability ranges Facilitators: Name School Rebecca Chandler, AHT & SLE specialising in Parkgate Primary School mathematics Andrea Blundred, AHT & SLE specialising in Parkgate Primary School mathematics Who is it suitable for: Teachers of Year 3

What is the intended Enhanced knowledge and understanding to make consistent impact for you? progress judgements. What will you take away with you? e.g. A shared understanding of what quality evidence looks like. resources, learning points etc. Resources and guidance to support ongoing AFL opportunities

Contact: Claire Adams

Teaching School: President Kennedy Teaching School Alliance

Tel: 024 76637381

Email: [email protected]

Costs: £40

Sessions Date Time Venue Brief Outline Using evidence to support EIC 2.00 making consistent and building Session 1 13.12.18 – accurate teacher assessment Sidney 4.00 judgements in Year 3 and Stringer identify next steps.

Standardisation and moderation in Year 4 Brief Overview: This course will provide an opportunity to:  Promote making accurate and consistent progress judgements  Have a shared understanding of curriculum expectations in Year 4  Complete a standardisation exercise and participate in inter-school moderation  Colleagues will need to bring evidence for three pupils from across the ability ranges Facilitators: Name School Rebecca Chandler, AHT & SLE specialising in Parkgate Primary School mathematics Andrea Blundred, AHT & SLE specialising in Parkgate Primary School mathematics Who is it suitable for: Teachers of Year 4

Teaching School: President Kennedy Teaching School Alliance

Tel: 024 76637381

Email: [email protected]

Costs: £40

Sessions Date Time Venue Brief Outline Using evidence to support making 2.00 – EIC building consistent and accurate Session 1 21.3.19 4.00pm Sidney Stringer teacher assessment judgements in Year 4 and identify next steps.

Standardisation and moderation in Year 5

Brief Overview: This course will provide an opportunity to:  Promote making accurate and consistent progress judgements  Have a shared understanding of curriculum expectations in Year 5  Complete a standardisation exercise and participate in inter-school moderation  Colleagues will need to bring evidence for three pupils from across the ability ranges Facilitators: Name School Rebecca Chandler, AHT & SLE specialising in Parkgate Primary School mathematics Andrea Blundred, AHT & SLE specialising in Parkgate Primary School mathematics Who is it suitable for: Teachers of Year 5

Teaching School: President Kennedy Teaching School Alliance

Tel: 024 76637381

Email: [email protected]

Costs: £40

Sessions Date Time Venue Brief Outline Using evidence to support making consistent and 2.00 – EIC building Session 1 28.3.19 accurate teacher assessment 4.00pm Sidney Stringer judgements in Year 5 and identify next steps.

Boosting Reading @ Secondary (BR@S) Brief Overview: For a significant number of secondary school pupils reading can be a mechanical process, lacking in meaning. Such pupils often lack motivation and can fail to problem solve words and monitor their meaning. The Boosting Reading @ Secondary programme supports the acquisition of good reading skills, enabling pupils to be independent problem solvers who read with understanding and enjoyment. The course provides insights into the causes of reading difficulties and offers training in the use of a structured 10 week, one- to-one intervention. Facilitators: Reading Recovery Teacher Leader: Michelle Deeming

Who is it suitable for: Experienced TAs, Support Assistants, and Learning Mentors

What will you take away  Lesson observations, information on the reading process, the with use of questioning, praising and prompting skills, assessment and you? e.g. resources, close observation techniques learning points etc.  Training and resource booklet What is the intended  This course equips trainees to deliver a targeted, individual, impact for ten you? week intervention;  The course is designed to improve the teaching of reading, enabling readers to become independent problem solvers who read What is the intended Awnith a undveraegrest aofn d1iyngr 2 amtndhs en prjooygressment in reading in 10weeks (Statistics impact for from Education works) your school? Development of skilled practitioners with an increased understanding of theory and practice of how pupils learn to read Teaching School: Blue Sky

Email: [email protected]

Tel: 02476 453314

Costs: £350 covering both days and including training materials and lunch

Sessions Date Time Venue Brief Outline Session 1 Wed 19th 9:00am – 3:00pm Sacred Heart Part 1 September 2018 Primary School

Session 2 Friday 12th 9:00am – 3:00pm Sacred Heart Part 2 October 2018 Primary School

Teacher Subject Specialism Training (TSST) Maths (FREE) Brief Overview: The course allows delegates time to consider how to approach and think about mathematics, encouraging them to ‘think mathematically’. Some sessions will focus explicitly on this and develop approach and pedagogy rather than content.

Other sessions concentrate on particular areas, which form the backbone of mathematics teaching in a school environment, particularly for non-specialists – i.e. number and algebra. These topics are in no way suggested to be the only ‘important’ ones, but by focusing in detail on the topics of patterns, algebra and fractions, whilst continually fostering ‘mathematical thinking’; participants’ knowledge of other applied topics will develop in confidence and translate to success in pupil outcomes.

Facilitators: Name School Jenny Neale (SLE Whitley Academy Mathematics) Who is it suitable for: Non specialists in secondary schools teaching mathematics up to foundation GCSE level What is the intended  Improved understanding of mathematical pedagogy at impact for you? secondary level. What will you take away  Understanding of transferable mathematical teaching skills with you? e.g. resources, learning points etc.  20 Masters Credits (Birmingham City University) Teaching School: RSA Academies’ Teaching School Alliance Tel: 024 76302580 Ext.223 / [email protected] Costs: FREE

Sessions Date Venue Brief Outline Session 27th Sept 2018 Whitley Introduction: Why is Maths 1 4pm-6pm Academy considered ‘core’? Course outline and baseline audit to measure current knowledge. Session 11th Oct 2018 How, and why, should students 2 2pm-6pm communicate mathematically? Mathematical language, problem solving and probability. Session 29th Nov 2018 What is a fraction, and why are 3 2pm-6pm fractions important? Understanding, applying & visually representing fractions. Session 7th Feb 2019 2pm- How algebra should be introduced 4 6pm and then developed Exploring activities to develop a teaching tool-kit to support teaching algebra across varying levels. Session 14th March 2019 School immersion day observing a 5 8am - 3pm working mathematics team. Activities

include pupil shadowing, learning walks, observations and conversations with specialist and non-specialist mathematics teaching staff. Session Summer Term Observation of delegates teaching a 6 mathematics lesson with developmental non-judgemental feedback.

Teacher Subject Specialism Training (TSST) Physics (FREE) Brief Overview: This course will enhance the physics subject knowledge, pedagogy and skills of teachers by encouraging them to look at the big picture, linking and developing key ideas and concepts.

It will help delegates develop secure subject knowledge, identify common student misconceptions and effective strategies to address these, and deliver successful practical activities to help their students develop a sound understanding of fundamental concepts. Some sessions will focus on approach and pedagogy rather than content, for example maximising learning from practical work.

Other sessions concentrate on areas, which form the backbone of physics teaching in school, particularly for non- specialists, for example energy.

Facilitators: Name School Nicky Thomas (Director RSA Arrow Vale of Standards, Member of IOP) Who is it suitable for: Non-specialists in middle schools and secondary schools teaching Key Stages up to Physics GCSE (Higher); teachers returning after a career break. What is the intended Improved understanding of physics pedagogy at secondary impact for you? level; extended subject knowledge and skills. What will you take away with you? e.g. resources, Improved physic teaching enabling non-specialists to teach learning points etc. physics in a secondary environment with greater confidence.

Understanding of transferable physics teaching skills; 20 masters credits (Birmingham City University) Teaching School: RSA Academies’ Teaching School Alliance Tel & Bookings: 024 76302580 Ext.223 / [email protected] Costs: FREE Sessions Date Venue Brief Outline Session 1 10th October 2018 RSA Arrow Introduction / Teaching Energy 2pm-6pm Vale Session 2 3rd December 2018 Teaching force and motion 2pm-6pm Session 3 16th January 2019 Teaching electricity and 2pm-6pm magnetism Session 4 11th February 2019 Teaching waves and radiation 2pm-6pm Session 5 14th March 2019 Teaching matter and space 2pm – 6pm Session 6 20th May 2019 2pm Participant Celebration – 6pm

Building Brighter Futures

Brief Overview: The ‘Building Brighter Futures’ is a one year programme that focuses on the educational based practice of Key Stage 2 to 3 transition, exemplified in ‘The Bridge’ at President Kennedy School, a nationally and internationally recognised dedicated year 7 college.

Facilitators: Name School Samantha Rooke President Kennedy Emma Kirby Barrs Hill Chris Jupp Barrs Hill Jo Alexander President Kennedy School Mollie Potts President Kennedy What is the intended The programme helps school leaders to : impact for you? What will you take away  Develop a clear vison and model for Key Stage 2 to 3 with you? e.g. resources, transition in their own school context. learning points etc.  Enhance their understanding and effective use of a range of local and national pupil level data.  Lead on learning through assisting the establishment of a clear set of principles centred on T&L, curriculum and assessment at Key Stage 3.  Identify priorities for relationship building and partnership with feeder primaries and Key Stage 2 colleagues.

Contact: Katie Irving Teaching School: President Kennedy Tel: 01926 405726 Email: [email protected] Booking Link: www.presidentkennedytsa.co.uk Costs: £450

Sessions Date Time Venue Brief Outline Session 1 31.10.18 2.30-5pm President The Bridge: Vision and Kennedy Values Session 2 06.02.19 2.30-5pm President The Bridge: Planning and Kennedy Structures Session 3 13.03.19 9am-12pm President The Bridge: Curriculum Kennedy Design and Principles Session 4 10.04.19 2-5.30pm President The Bridge: Accelerated Kennedy Progress through Exceptional Transition Session 5 26.06.19 9am-12pm President The Bridge: Theory to Kennedy Practice

Driving School Improvement through the diagnostic use of data Brief Overview: The ‘Driving school improvement through the diagnostic use of data’ is a one year programme designed to support school leaders in the effective establishment and use of data systems to raise standards in schools.

Facilitators: Name School Steve Toor The Futures Trust Chris Townsend President Kennedy Dave Wood President Kennedy Anthony Farrell President Kennedy School What is the intended The programme helps school leaders to : impact for you? What will you take  Identify student achievement and inform target setting. away with you? e.g.  Track student performance more effectively, thus identifying resources, learning under achieving groups and narrowing achievement gaps. points etc.  Use data diagnostically to support school self-evaluation.  Establish pro-active and strategic systems and processes that drive school improvement.

Contact: Katie Irving Teaching School: President Kennedy Tel: 01926 405726 Email: [email protected] Booking Link: www.presidentkennedytsa.co.uk Costs: £450

Sessions Date Time Venue Brief Outline Session 1 05.10.18 4.30-6.30pm President The Identification and Kennedy Importance of Data: Principles and Exploration of External Data Sets. Session 2 16.11.18 4.30-6.30pm President Implementing Internal Kennedy Progress Data Systems. Session 3 18.01.19 4.30-6.30pm President Establishing Effective Kennedy Processes to Drive School Improvement.

Effective coaching

Brief Overview:  Effective coaching is essential to enhancing the leadership of Teaching and Learning. Coaching can build knowledge, capacity and interest. A good coach can foster an environment to elicit deep reflection and learning.  This programme is about embedding coaching and creating a culture where coaching leads to sustainable improvement of teaching and learning and leadership of teaching and learning for middle leaders and senior leaders.  We will explore the IGROW model and how to implement it in your setting to secure outstanding practice. This model is intended to be used when a skill based issue is identified and you require a behaviour change or performance improvement.

Facilitators:  Sam Faill, Advanced Teaching and Learning Consultant, SSA  James Holmes, Teaching and Learning Consultant, SSAs

Who is it suitable  Senior Leaders for: What will you take  Full of practical strategies, reflection and methods this course away with you? will enable you to make coaching an effective part of your e.g. resources, practice with clear measurable impact on the quality of teaching learning points etc. and learning. What is the intended impact for  This course will support you to improve your capacity to reflect you and your on your current practice and apply this learning to shape your school? future work with students and your colleagues.  Coaches will work with teams in your school to review new learning, which in turn will result in colleagues holding each other accountable for improved teaching and learning.  Coaching will enable effective conversations to be held, which lead to pedagogical and behavioural change.  This focus develops professional learning and leadership skills in leaders and teachers alike.

Contact: Trudy Bell Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £150 per delegate Sessions Date Time Venue Brief Outline Session 1 05/1 09:00 -15:30 Sidney Stringer As above 2/18 Academy

Repeat 18/04/19 09:00 -15:30 Sidney Stringer As above session Academy

Enhanced Teacher Programme “I liked how the ideas we shared were all new, fresh and interesting” “Everything relevant to daily teacher life” Previous Participants Brief Overview: Coventry Teaching Schools’ Network is delighted to offer a new CPD programme for recently qualified teachers. It will provide the opportunity to engage in a support programme that will help to update their knowledge, skills and ability in key areas that are essential in becoming an effective and competent teaching practitioner.

This course will run over 4 whole day sessions covering:  Challenge and Engagement in Teaching and Learning  Knowing your learners  Assessment  Developing yourself It will provide delegates with the opportunity to share good practice and learn from one another. Participants will need to attend all sessions and have an in-school mentor.

Facilitators: Ann Rayns - Caludon Castle School Lynne Burns - Spon Gate Primary School

Who is it suitable for: Teachers who have completed their NQT year and are in their second or third year of teaching. Available to primary, secondary, EYFS and special educational needs colleagues.

What will you take  A wealth of ideas and resources that can be brought back away with you? e.g. to the classroom resources, learning points etc. What is the intended  Develop your role in the school, forge strong relationships, impact for you? plan for your future  To be supported in maximising the impact of your lessons.  Improve skills and confidence as you continue your teaching careers  Develop teaching and learning strategies  Opportunities for colleagues to network with other recently qualified teachers from their area.

Contact: Carol Harris Teaching School: Castle Phoenix Tel: 024 7644 4822 extension 107 Booking Link: Book your place Email: [email protected] Costs: £575

Session Date Time Venue Brief Outline Session 1 Monday 9.00am – Caludon Challenge and Engagement in 10th 3.00pm Castle Teaching and Learning December School  Starters and plenaries 2018  Differentiation and match  Questioning  Role modelling  Promoting independent learning  Lesson observation with a focus on challenge and engagement  Skills audit for above areas Session 2 Wednesday 9.00am – Spon Gate Knowing your learners 13th 3.00pm Primary  Presentation of starter activities February School  Behaviours for learning 2019  Lesson observation with a focus on inclusion and differentiation and match  During the afternoon, there will be a workshop session run by an Educational Psychologist, discussing vulnerable groups and student behaviour.  Skills audit for areas linked to inclusion Session 3 Monday 8th 9.00am – Caludon Assessment April 2019 3.00pm Castle  Sharing of work in school around School behaviours for learning and around inclusion of all learners  Assessment of learning  Assessment for learning  Effective marking and feedback  Pupil self-evaluation  Setting effective learning intentions  Target setting  Analysing data (RAISE)  Lesson observation with a focus on AfL  Skills audit linked to assessment Session 4 Tuesday 9.00am – Primary Developing Yourself 18th June 3.00pm participants  Sharing work on promoting pupil 2019 hosted in self-assessment from last session Spon Gate  Short presentation from a teacher Primary who is three or four years in to their School career  Personality traits Secondary  Lesson observation linked to participants participants own subject area and/or hosted in year group Caludon  Phase specific areas e.g. effective Castle use of TAs in primary and subject School leadership and working as part of a team for secondary  Evaluation of skills audit  Setting a six month action plan with their mentor (mentors to attend for part of the afternoon session)

High impact teaching, high impact learning

Brief Overview: This pick and mix selection of CPD sessions are aimed at colleagues who may benefit from selecting sessions looking at Outstanding practice in one or more areas of pedagogy.

Head teachers may send one or two delegates to as many or few sessions, or you may choose to send a different colleague to each session.

All sessions aim to equip delegates with the knowledge, skills and a bank of high impact strategies for outstanding Teaching and Learning.

Facilitators: Name School Advanced Teaching and Sidney Stringer Academy Learning Consultants Who is it suitable for: Teachers across all ranges and experience.

What is the intended  Develop outstanding teachers impact for you?  A bank of high impact strategies, in a delegate booklet. What will you take  Post sessional opportunities away with you? e.g. resources, learning  Opportunity for continued contact and support from lead facilitator. points etc. Contact: Trudy Bell Teaching School: Swan Alliance Teaching School. Tel: 024 7625 1756 (x 1714) Costs: Bronze Package: £75 for 1 session Silver Package: £350 for 5 sessions Gold Package: £600 for 9 sessions

Date Time Venue Brief Outline Wednesday, 14:30-16:30 CR1, Zaynab Bharuchi- Sidney Stringer 14/11/18 SSA The teacher as a facilitator of learning Thursday, 14:30-16:30 CR1, Leah Shirley- Sidney Stringer 29/11/18 SSA Starters, hooks and engagement as a critical tool for assessment Friday, 14:30-16:30 CR1, Paul Tuffin- Southfields 14/12/18 SSA Creating a culture of learning through Oracy Thursday, 14:30-16:30 CR1, Kate Jefferson- Sidney Stringer 24/01/19 SSA High impact strategies for marking: mark less, achieve more! Friday, 14:30-16:30 CR3, Lynne Burns- Spon Gate 15/02/19 SSA

Stretch and Challenge: Effective use of strategies and how to assess their impact Wednesday, 14:30-16:30 CR2, Lynne Burns- Spon Gate 13/03/19 SSA High Impact, Low effort strategies for differentiation Wednesday, 14:30-16:30 CR1, Michelle Harris/Bhavini Sandhu- 17/04/19 SSA Holbrook Primary School Using mini plenaries and hinge points effectively to promote progress Thursday, 14:30-16:30 CR1, Paul Tuffin- Southfields 09/05/19 SSA Using data and seating plans to inform planning and next steps Tuesday, 14:30-16:30 CR2, Lynne Burns- Spon Gate 11/06/19 SSA Plenaries: Do they matter? How to use plenaries effectively.

Responsive Teaching

Brief Overview: Responsive teaching blends planning and teaching, based on an understanding of how students learning from cognitive science, with formative assessment to identify what students have learned and adapt accordingly” Fletcher-Wood This course explores responding to the needs of the leaner, teaching and learning pedagogy, and effective planning strategies to enable colleagues to develop learners fully. Facilitators: Name School Alex Ford Finham Park School Liz Allton Finham Park 2 Who is it suitable for: All

What is the intended impact To develop your classroom practise to enable all learners to thrive for you? What will you take away An insight into Responsive Teaching – the research, pedagogy and with you? e.g. resources, practise. learning points etc. Action research

Teaching School: Lion Alliance Tel: 02476418135 Email: [email protected] Booking Link: Costs: Free

Sessions Date Time Venue Brief Outline Session 1 Tuesday 4- Finham Park An introduction to Responsive Teaching – 6th 5:30pm School research, pedagogy and practise. November 2018 Session 2 Tuesday 4- Finham Park Nothing Left to Chance. Action Research and 12th 5:30pm School putting research into practise February 2019 Session 3 Tuesday 4- Finham Park Expert Teaching. Reflection and impact of 25th June 5:30pm School Responsive Teaching 2019

The RSA Academies' ‘Bitesize’ CPD (NQTs) “The NQT CPD sessions have been extremely beneficial, I have taken a lot from this. It was good to work with other schools and interesting to talk through ideas as well as how we can work together - that is the most positive. The logistics were well organised and facilitation of a high standard.” Brief Overview: We have developed the following programme to enhance individual’s early steps into their profession. The core underpinning is to provide opportunities for participants to reflect upon and celebrate their successes, in a safe, confidential and innovative environment. The opportunity to share experiences and practices with other individuals is an invaluable aspect of developing and enhancing teaching and learning practice. A range of experts from across the RSAA TSA delivers all of the sessions within an ‘outstanding’ setting.

Within the NQT programme there are two bespoke Teaching School led NQT training sessions. These sessions are excellent in supporting NQTs in their current practice, and look into the future to help them develop within their careers. Sessions focus on key areas for NQTs including behaviour management; teacher presence and influence; time management as well as progression planning.

Facilitators: Name School Matthew Purslow, Director of RSAA TSA SLE Mark Healy Senior VP, RSA Arrow Vale Sarah Noble, SLE Director of Standards, RSA Arrow Vale Tracey Wharton Vice Principal, Holyhead School Jenny Neale, SLE Lead Practitioner, Whitley Academy Adam Richardson, Programme Manager, RSA FRSA Academies Sarah Bates, NLE Executive Director, Coventry Diocese MAT Who is it suitable for: NQTs What is the intended Sessions will be interactive as well as discursive, and will impact for you? continue to develop NQTs reflective practice as they gain What will you take away opportunities to share practice and expand upon their portfolio with you? e.g. resources, of evidence. learning points etc. Teaching School: RSA Academies’ Teaching School Alliance Tel & bookings: 024 76302580 Ext.223 / [email protected] Costs: £75 per session for alliance partners of the RSA Academies’ TSA £100 per session for all other schools. (£700 with Masters’ Credits)

The RSA Academies' Enquiry Fellowship (RQTs) “It makes me reflect on my own practice and it provides me with opportunities that allow me to stretch the learners. As teachers, we don’t always have all of the answers but we can work towards our own and the students’ potential through research and the implementation of this within our own practice.” Brief Overview: Aimed at Recently Qualified Teachers the RSAA Enquiry Fellowship programme uses a model of action research. The programme will apply and securely embed academic research within the practices and pedagogies of classroom teachers. It will empower teachers to become more professionally engaged in wider research to improve practice in the classroom.

The process is supported by an internationally renowned research coach with a range of experience in educational research. This support will be across two CPD days (one full day and two twilight sessions), and email support to ensure staff are well supported without having substantial impact on curriculum time.

Process During the Enquiry Fellowship teachers will:

1. Choose an area of research that is of professional interest to them 2. Read widely around this area in order to select a small number of texts to focus upon 3. Establish a methodology to evaluate the efficacy of the research 4. Review their experiences against the literature in a written assignment. This will be published in our own Enquiry Fellowship Journal 5. Celebrate their projects with other teachers who have completed the fellowship

Facilitators: Name School Director of RSAA Teaching Matthew Purslow School Alliance Greg Klerkx Greg Klerkx is a London- based writer and producer who began his career as a newspaper journalist in Southern California, where he won awards for commentary, feature and investigative writing. Who is it suitable for: RQTs (This could be anywhere from YRs 2-4 of a colleagues’ teaching career) What is the intended  It is a process that is beneficial to the school and the teachers impact for you? who participate in the Enquiry. It ensures a culture of research What will you take away and evaluation of practices within a school environment as with you? e.g. well as wider dissemination of the research to the rest of the

resources, learning school through training opportunities. It also allows teachers to points etc. personalise their own Continuing Professional Development and Learning and investigate lines of enquiry that interest them.

 20 Masters Credits (Birmingham City University)...if signed up to a Masters course with BCU

Teaching School: RSA Academies’ Teaching School Alliance Tel: 024 76302580 Ext.223 / [email protected] Costs: £150 for alliance partners of the RSA Academies’ Teaching School. (£600 with Masters’ Credits) £250 for all other schools. (£700 with Masters’ Credits)

Sessions Date Venue Brief Outline Session Thursday 20th RSA Ipsley Importance of teacher research 1 September CofE Guidance on setting & identifying a 2018 3:00pm - School, question 4:00pm Redditch Guidance on beginning your research

Session Friday 23rd Assay Research framework with emphasis 2 November Studios, on: selecting research approach, 2018 Birmingham methodology; and data collection 9:00 – 3:00pm methods; preparing parent/student consent/ assent paperwork and project information sheet; building in evaluation Session Thursday 7th Assay In-depth data analysis guidance; 3 February 2019 Studios, avoiding the pitfalls 2.30-5.30pm Birmingham

Session Wednesday Assay Discussion of successful/unsuccessful 4 26th June 2019 Studios, writing 2.30-5.30pm Birmingham Framework for writing up research as an article for journal submission Writing plan for project

Outstanding Teacher Programme (OTP)

“I have been inspired to question, evaluate and reflect on my own practice. Already this has had an impact as I have put in place many of the golden nuggets I have gleamed each week, not just in my own class but within my school.” Coventry Primary Teacher

Brief Overview: The Outstanding Teacher Programme:  Provides in-depth coaching to deepen teachers’ understanding of outstanding classroom practice. Participants improve through facilitated practice activities as structured opportunities to reflect on teaching approaches and their quality and impact  Introduces and consolidates new knowledge and skills, and focuses on what makes teaching and learning outstanding  Requires learning 3s to prepare and present at an outstanding level to the whole delegate group for evaluation against DR ICE  Forms part of the school’s professional development provision as this supports the implementation of agreed best practice and national agendas  Provides strong input on the progression against the professional standards of excellence and advanced skills teachers. This programme is crucial for teachers involved in developing Leadership in Teaching and Learning. Facilitators: Experienced and successful school leaders from Castle Phoenix, Swan and Blue Sky Teaching Schools who are trained and experienced OTP facilitators. Who is it suitable for: The Outstanding Teacher Programme gives good (and outstanding) teachers a set of high level skills and strategies that enable them to become consistently and sustainably outstanding. It is open to teachers with the potential and capacity to consistently deliver outstanding lessons from primary, special needs, early years and secondary phases What will you take away with Strategies and resources to secure outstanding teaching and you? e.g. resources, learning learning. points etc. What is the intended impact for It will help you to: you and your school?  Demonstrate higher level understanding of teaching and improve learning for pupils  Increase the job satisfaction and create opportunities for further leadership and career progression.  Enable you to coach colleagues in your own school and in other schools to raise performance levels  Create a proactive school culture where the quality of teaching and learning is observed, discussed, challenged and enhanced What is the intended impact for your school?

Costs: £615

Contact: Carol Harris Teaching School: Castle Phoenix Tel: 024 7644 4822 extension 107 Book your place: Book your place (Confirm cohort required in further information) Email: [email protected]

Cohort 1 – Autumn Term

Sessions Date Time Venue Session 1 Thursday 27 September 9.00am – 12.00pm Caludon Castle School 2018 Session 2 Friday 5 October 2018 9.00am – 4.00pm St Thomas More Catholic Primary School Session 3 Tuesday 9 October 2018 1.00pm – 4.00pm Caludon Castle School

Session 4 Monday 15 October 9.00am – 12.00pm or Your own school 2018 1.00pm – 4.00pm

Session 5 Tuesday 30 October 9.00am – 1.00pm Caludon Castle School 2018 Session 6 Wednesday 7 November 9.00am – 12.00pm or Your own school 2018 1.00pm – 4.00pm Session 7 Tuesday 13 November 9.00am – 4.00pm Caludon Castle School 2018 Session 8 Monday 19 November 9.00am – 12.00pm or Your own school 2018 1.00pm – 4.00pm Session 9 Wednesday 28 1.00pm – 4.00pm St Thomas More Catholic November 2018 Primary School Session 10 Tuesday 4 December 1.00pm – 4.00pm Caludon Castle School 2018

Cohort 2 – Spring Term

Sessions Date Time Venue Session 1 Monday 21 January 9.00am – 12.00pm TBC 2019 Session 2 Wednesday 30 January 9.00am – 4.00pm TBC 2019 Session 3 Tuesday 5 February 1.00pm – 4.00pm TBC 2019 Session 4 Wednesday 13 February 9.00am – 12.00pm or Your own school 2019 1.00pm – 4.00pm

Session 5 Thursday 28 February 9.00am – 1.00pm TBC 2019 Session 6 Wednesday 6 March 9.00am – 12.00pm or Your own school 2019 1.00pm – 4.00pm

Session 7 Wednesday 13 March 9.00am – 4.00pm TBC 2019 Session 8 Monday 18 March 2019 9.00am – 12.00pm or Your own school 1.00pm – 4.00pm Session 9 Wednesday 27 March 1.00pm – 4.00pm TBC 2019 Session 10 Tuesday 2 April 2019 1.00pm – 4.00pm TBC

Cohort 3 – Summer Term

Sessions Date Time Venue Session 1 Thursday 2 May 2019 9.00am – 12.00pm TBC

Session 2 Monday 6 May 2019 9.00am – 4.00pm TBC

Session 3 Monday 20 May 2019 1.00pm – 4.00pm TBC

Session 4 Wednesday 5 June 9.00am – 12.00pm or Your own school 2019 1.00pm – 4.00pm

Session 5 Thursday 13 June 2019 9.00am – 1.00pm TBC

Session 6 Wednesday 19 June 9.00am – 12.00pm or Your own school 2019 1.00pm – 4.00pm Session 7 Wednesday 26 June 9.00am – 4.00pm TBC 2019 Session 8 Monday 1 July 2019 9.00am – 12.00pm or Your own school 1.00pm – 4.00pm Session 9 Wednesday 10 July 1.00pm – 4.00pm TBC 2019 Session 10 Tuesday 16 July 2019 1.00pm – 4.00pm TBC

Talk to Learn

Brief Overview: ‘Talk to Learn’ is a one year programme that is focused on the educational theory and evidence based practice of the promotion of oracy in the classroom through the ‘Thinking Together’ model created by Professor Neil Mercer at the University of Cambridge and developed with great success at President Kennedy School, as validated by CUREE, The Centre for the Use of Research and Evidence in Education.

President Name School Julie Bircher The Futures Trust Gurpreet Virdee Stoke Park Julie Stevens Myton Stacy Howe President Kennedy Sam Starbuck President Kennedy What is the intended impact for  Develop the effective use of ‘student talk’ in the you? classroom, enabling the transition What will you take away with you? from disputational talk to exploratory talk to deepen e.g. resources, learning points learning etc.  Develop practical strategies for curriculum development and the training of students to ’interthink’ , through establishing group work protocols with an emphasis on student metacognition  Assess impact through the effective use of Cambridge Oracy Assessments

Contact: Katie Irving Teaching School: President Kennedy Tel: 01926 405726 Email: [email protected]£450 Booking Link: www.presidentkennedytsa.co.uk Costs: £450 Sessions Date Time Venue Brief Outline Session 1 07.11.18 2.30-5.30pm President From a monologic Kennedy classroom to a dialogic classroom & Effective Group Work through Talking Points. Session 2 13.02.19 2.30-5.30pm President Owning the process. Kennedy Session 3 04.03- Weeks 23-24 President On the ground- 15.03.19 Kennedy Theory into practice – SLE Coaching

Sessions in delegate school. Session 4 29.04- Weeks 28-29 President On the ground- 10.05.19 Kennedy Theory into practice – SLE Coaching Sessions in a delegate school. Session 5 24.06- Weeks 34 & President Scaling Up – 05.07.19 35 Kennedy Embedding a whole school approach to effective oracy in the classroom – Senior Leader and Oracy Team Meetings.

Access and Communication across the Curriculum

Brief Overview:  This course will consider the use of a range of low tech and high-tech aids, such as symbols, big macs, voice output communication aids and Eyegaze to access the curriculum  Basic introduction into supporting the communication needs of children with SEND and have the opportunity to observe pupils engaging in meaningful communication Facilitators: Name School Ian Brown Sherbourne Fields School Linda Davies Sherbourne Fields School Who is it suitable for: Practitioners who wish to gain a basic introduction into supporting the communication needs of children with SEND to

access the curriculum What is the intended impact  An overview of communication and the different types of for you? support available to students, including creating a What will you take away communication friendly environment, communication with you? e.g. resources, passports, low-tech strategies learning points etc.  Understand how to use a symbol communication structure; how to aim for progression to a self-used communication system such as Grid player via a tablet  Experience first-hand, a selection of access methods, software and equipment including switches, specialist keyboards, mice and Eyegaze systems Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: £75 per person

Sessions Date Time Venue Session 1 14th November 9.15am- 12.15pm Sherbourne Fields School 2018

Develop an understanding of Attachment difficulties in children

Brief Overview: A theoretical and practical session to develop your understanding of Attachment difficulties. To gain knowledge of approaches that can support young people. Take away resources and strategies to support your students.

Facilitators: Name School Sara Nelmes Sherbourne Fields School Who is it suitable for: SENCOs, Teachers and Supporting adults working with students with Attachment difficulties in mainstream and special Primary and Secondary schools. What is the intended  To consider how attachment difficulties present in children. impact for you?  To consider the challenging behaviour children with attachment What will you take away difficulties may display. with you? e.g. resources,  To gain an understanding of the different types of attachment and learning points etc. develop strategies to support students who have attachment difficulties or Disorder.  To reflect on case studies around students with attachment difficulties/disorder.

Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: £75 per person

Sessions Date Time Venue Session 1 11th January 9.15am – 12.15pm Sherbourne Fields School 2019

Develop an understanding of how girls experience Autism Brief Overview:  To consider how girls with Autism differ from boys with Autism  To gain an understanding of the thinking styles of females with Autism and develop strategies to support female students. Facilitators: Name School Sara Nelmes Sherbourne Fields School Who is it suitable for: SENCOs, Teachers and Supporting adults working with students with Autism in mainstream and special Primary and Secondary schools. What is the intended A theoretical and practical session to develop your understanding of impact for you? girls with Autism. To gain knowledge of approaches that can support female children and young people. Take away examples of What will you take away resources to use with your with you? e.g. resources, learning points etc. Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer

Tel: 02476591501 Costs: £75 per person

Sessions Date Time Venue Session 1 2nd November 2018 Sherbourne Fields School 9.15am-12.15pm

Evidencing Progress for Pupils with SEND

Brief Overview:  To document learning for all pupils with SEND  To evidence progress for pupils with SEND  To articulate progress for pupils with SEND using qualitative and quantitative data Facilitators: Name School Suzanne Kavanagh Castle Wood School Stacey Rutherford Castle Wood School Rachel Ward Castle Wood School Who is it suitable for: Mainstream colleagues in Primary

What is the intended  Explore what progress means for pupils with SEND impact for you?  Explore how to identify and articulate the uniqueness of What will you take away data for an individual with SEND with you? e.g. resources,  Investigate a range of strategies for documenting learning points etc. progress for pupils with SEND  Look at a range of quantitative and qualitative data  Rehearse articulation of progress for pupils with SEND Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: £75 per person

Sessions Date Time Venue Session 1 7th November 2018 9.15am-12.15pm Castle Wood School

How Children and Young People with Autism think

Brief Overview: A theoretical and practical session to develop your understanding of how children and young people with Autism think and learn. Explore how self-awareness, Theory of Mind, Central Coherence and Executive Functioning differences in your students affects their access to learning opportunities. Identify supporting strategies and approaches for the classroom.

Facilitators: Name School Sara Nelmes Sherbourne Fields School Heidi Mayer Castle Wood School Who is it suitable for: SENCOs, Teachers and supporting adults working with students with Autism in mainstream and special primary and secondary

schools What is the intended  To consider current developments and research impact for you?  To identify the core differences in thinking styles for pupils What will you take away with Autism with you? e.g. resources,  To consider how this impacts on pupils in school learning points etc.  To identify strategies that can be implemented with pupils Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: £75 per person

Sessions Date Time Venue Session 1 7th December 2018 9.30am-12.15pm Sherbourne Fields School

How to Demonstrate Progress for Pupils in Primary with SEND

Brief Overview: How to demonstrate progress for pupils with SEND is not always straightforward. This course will give you an insight into effective assessment systems to ensure you can capture progress for all your pupils.

Facilitators: Name School Sara Nelmes Sherbourne Fields School Linzi Savage Sherbourne Fields School Who is it suitable for: SENCOs, HT, DHT, AHT, Teacher’s, HLTA’s

What is the intended  Raise the profile of effective assessment across the city impact for you? making sure there is a robust plan for progress for SEND What will you take away pupils. with you? e.g. resources,  Develop strategies for summative and formative learning points etc. assessment  Share outstanding practice  Guide to tracking progress  Ideas  Assessment opportunities  Incorporating Pre-Key Stage Standards into assessment Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: £75 per person

Sessions Date Time Venue Session 23rd November 2018 9.30am-12.00pm Sherbourne Fields School 1

100

Immersion into Special Education

Brief Overview: This theoretical and practical series of sessions will immerse you in the Special School experience enabling you to develop your skills and knowledge of SEND. You will have the opportunity to observe and reflect on outstanding classroom practice and develop your understanding of how different strategies and approaches can be utilised to support children and young people with a range of SEND. You will gain an understanding of how to use assessment to demonstrate progress. Resources to support planning and assessment will ensure you have the skills necessary to provide high quality teaching whilst promoting an inclusive classroom.

Facilitators: Sherbourne Fields are delighted to offer this opportunity for practitioners across Primary and Secondary, mainstream and special. Delivered by an outstanding team of practitioners including SLE’s and an experienced Head Teacher this course will ensure you have the support to give pupils with SEND quality provision.

Who is it suitable for: Newly Qualified Teachers Recently Qualified Teachers

Teachers / SENCO’s / TA’s

What is the intended To have an understanding of the needs of pupils with a range of impact for you? SEND including Autism. What will you take To have a range of strategies proven to support pupils with away with you? e.g. SEND including Autism resources, learning To have an understanding of how to assess pupils who are points etc. working below age related expectations. To have the tools to demonstrate progress. To consolidate good and outstanding classroom practice and its application to individual settings Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: * One session 9.15am – 12pm £75 * Three sessions – one per term £210 * Six sessions – one every half term £400

Content of the six sessions will include:

101

* SEND – (National and Local Perspective). An opportunity to observe outstanding practice, analyse a range of approaches used and plan how to use these in your own setting. * Creating an Inclusive classroom – a range of strategies for pupils with ASC. * Understanding Assessment – How do we demonstrate progress for pupils working below age related expectations * Immersion in a specialist setting observing outstanding practice – explore strategies and ideas for use in your own setting.

102

Making Spiritual, Moral, Social & Cultural (SMSC) Special across Primary

Brief Overview:  Integrate a range of ideas to develop an accessible curriculum for all students  To consider sensory implication in the SMSC curriculum  Develop a bank of resource ideas to enable access to the curriculum  Ideas to work with parents to make SMSC relevant Facilitators: Name School Carla Swaffield Sherbourne Fields Sue Wookey Sherbourne Fields Who is it suitable for: Practitioners who want to develop a meaningful and relevant SMSC curriculum for students with SEND

What is the intended  The session will provide an understanding of using an impact for you? SMSC approach to develop a working curriculum for all What will you take away pupils with SEND, with an emphasis on self-awareness, with you? e.g. resilience and emotional literacy resources, learning  “An outstanding school will have a thoughtful and wide- points etc. ranging promotion of pupils’ SMSC development.” Ofsted

Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: £75 per person

Sessions Date Time Venue Session 1 11th June 2019 12.30pm-3.30pm Sherbourne Fields School

103

National Award for Special Education Needs Co-ordination Brief Overview: Completion of the SENCO Award has been mandatory for the teacher designated as the SENCO since 2009. New SENCOs must gain this qualification within 3 years of taking up their SENCO post. It may also be relevant for those aspiring to be SENCOs or those who were already in the post of SENCO prior to 2009 and wish to pursue accredited professional development in this area. Completing the course entitles candidates with 60 credits which can be used towards an MA in SEN and Inclusion. The programme is taught by experienced senior lecturers from the University of Northampton, School of Education’s Centre for Education and Research (CESNER) alongside local colleagues from Castle Wood with experience and expertise in SEND. This programme is endorsed by NASEN.

Facilitators: School Sherbourne Fields School Castle Wood School The University of Northampton Who is it suitable for:  Colleagues in SENCO posts  Aspiring SENCOs What is the intended  Developing inclusive teaching approaches and co-ordinating impact for you? provision for pupils with SEND What will you take  Applying methods to identify additional needs and monitor away with you? e.g. progress of pupils with SEND resources, learning  Instigating evidence-based, strategic approaches when points etc. deploying, supporting and managing other teaching and support staff  Establishing networks and partnerships with local SENCOs and SEN Specialists  Programme includes:  Two modules each worth 30 Level 7 credits at Master’s Level  Face to face taught sessions (7 days in total spread across the academic year 2018-2019  Online support - discussion groups, networking  Access to University support and services  Mentor support Teaching School: To apply: Email [email protected] Tel: 01604 892042 Costs: £1925

104

Overcoming Barriers: Autism Specific Strategies for Meeting the Demands of a Challenging Secondary Curriculum Brief Overview:  Autism Strategies to Support Mainstream Secondary Students  Learn how using the AET Competency Framework and NAS Autism Accreditation Award can improve the school experience for ASC children  Improve understanding of autistic learning behaviours  Understand how Executive Functioning impacts on learning  Identify autism specific challenges posed by a GCSE curriculum  Explore strategies to overcoming barriers to a GCSE curriculum, with a specific focus on Literacy  Identify literacy-specific strategies to support students with autism  Explore a range of strategies to support reluctant readers, particularly those with co-occurring conditions Facilitators: Name School Sarah Heckle Corley Centre Kate Foxon Corley Centre Who is it suitable for: Secondary mainstream teachers, senior leaders, SENCOs and support staff working with children with ASC

What is the intended  A greater understanding of how autism impacts on students’ impact for you? executive functioning and capacity for making progress, and What will you take strategies for overcoming these barriers to learning away with you? e.g.  A deeper understanding of the co-occurring conditions that often resources, learning come with autism, the challenges they pose and what can be points etc. done to support progress  A range of practical teaching and learning strategies to employ in order to meet the needs of autistic students  Literacy-specific techniques for differentiating the curriculum to meet students' needs  Handouts and resources relating to ASC and Literacy strategies Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 01676 540218 (Corley Centre) or 02476591501 Sherbourne Fields Costs: £75 per person

Sessions Date Time Venue Session 1 30th January 2019 1:00-3:15pm Corley Centre

105

Practical approaches to Teaching Literacy across Primary to Pupils with SEND

Brief Overview:  The course is intended to support practitioners in delivering literacy to students working below age related expectations.  To gain the skills and knowledge needed to utilise a range of practical and theoretical approaches to engage pupils with SEND in meaningful learning

Facilitators: Name School Sara Nelmes Sherbourne Fields School Linzi Savage Sherbourne Fields School Who is it suitable for: Intended audience:  SENCOs

 HT, DHT, AHT, Teachers, HLTA What is the intended  To build confidence through developing insight and impact for you? knowledge of the SEND curriculum What will you take away  Share outstanding practice with you? e.g.  Resources and practical strategies resources, learning  Ideas and varying ways to deliver English in pupils working points etc. below age related expectations Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: £75 per person

Sessions Date Time Venue Session 1 9th November 2018 9.15am-12.15pm Sherbourne Fields School

106

Practical approaches to Teaching Numeracy across Primary to Pupils with SEND

Brief Overview:  The course is intended to support practitioners in delivering numeracy to students working below age related expectations.  To gain the skills and knowledge needed to utilise a range of practical and theoretical approaches to engage pupils with SEND in meaningful learning

Facilitators: Name School Sara Nelmes Sherbourne Fields School Linzi Savage Sherbourne Fields School Who is it suitable for:  SENCOs  HT, DHT, AHT, Teachers, HLTA What is the intended  To build confidence through developing insight and impact for you? knowledge of the SEND curriculum What will you take away  Share outstanding practice with you? e.g. resources,  Resources and practical strategies learning points etc.  Ideas and varying ways to deliver English in pupils working below age related expectations Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: £75 per person

Session Date Time Venue Session 1 5th October 2018 9.15am-12.15pm Sherbourne Fields School

107

Relationships and Sex Education (RSE) for Pupils with SEND

Brief Overview:  Integrate a range of ideas to develop an accessible curriculum for all students  To consider sensory implications in the RSE curriculum  Develop a bank of resource ideas to enable access to the curriculum  Ideas to work with parents to make RSE relevant  How to relate theory to practical solutions

Facilitators: Name School Carla Swaffield Sherbourne Fields School Sue Wookey Sherbourne Fields School Who is it suitable for: Practitioners who want to develop a meaningful and relevant RSE curriculum for students with SEND

What is the intended The session will support you to develop an understanding of using impact for you? Relationships and Sex Education to create a working curriculum What will you take away for students with SEND. There will be an emphasis on preparing with you? e.g. students for the challenges they will face in their daily life as they resources, learning grow. points etc. Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: £75 per person

Session Date Time Venue Session 1 14th May 2019 12.30pm-3.30pm Sherbourne Fields School

108

SENCO CPD Programme

Facilitators: Name School Shivaun Duffy-Moriarty Sherbourne Fields School Sara Nelmes Sherbourne Fields School Who is it suitable for: SENCOs What is the intended  Written to ensure you have the expertise, skills and impact for you? knowledge to be an effective practitioner this theoretical and What will you take away practical series of sessions will immerse you in the special with you? e.g. resources, school experience learning points etc.  You will have the opportunity to observe outstanding classroom practice, develop your understanding of how different strategies and approaches can be utilised to support children and young people with a range of SEND and gain an understanding of how to use assessment to demonstrate progress  Resources to support planning and assessment will ensure you have the skills necessary to support and provide high quality teaching based on theory and practice  A pre-course questionnaire will ensure you have the opportunity to observe the age range and subject area most relevant to your post Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: £350 per person

Sessions Date Time Venue Session 1 9th October 2018 TBC Sherbourne Fields School

109

Session 2 27th November 2018 TBC Sherbourne Fields School

Session 3 29th January 2019 TBC Corley School

Session 4 26th March 2019 TBC Castle Wood School

Session 5 7th June 2019 TBC Sherbourne Fields School

Session 6 18th June 2019 TBC Sherbourne Fields School

110

SENCO Network

Brief Overview: Termly twilight session to bring SENCOs together to collaborate Facilitators: Name School Yvonne McCall Castle Wood School Who is it suitable for: Primary SENCOs

What is the intended Each session will give opportunity to: impact for you? o Discuss latest developments in SEND; What will you take away o Opportunity to share effective practice; with you? e.g. o Network with SENCOs from other settings. resources, learning points etc. Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: £150 per person for all three sessions

Sessions Date Time Venue Session 1 7th November 2018 Castle Wood School 3.45-5.30pm

Session 2 27th February 2019 3.45-5.30pm Castle Wood School

Session 3 26th June 2019 3.45-5.30pm Castle Wood School

111

SENCO Surgery

Brief Overview:  To have an understanding of the needs of pupils with a range of SEND including Autism  To have a range of strategies proven to support pupils with SEND including Autism  To have an understanding of how to support staff to assess pupils who are working below age related expectations  To have a knowledge of a range of tools to enable staff to demonstrate progress  To have a robust understanding of how to support an inclusive classroom and apply this to your setting Facilitators: Name School Shivaun Duffy-Moriarty Sherbourne Fields School Sara Nelmes Sherbourne Fields School Who is it suitable for: SENCO’s What is the intended  Written to ensure you have the expertise, skills and knowledge impact for you? to be an effective practitioner this theoretical and practical series of sessions will immerse you in the special school What will you take experience away with you? e.g.  You will have the opportunity to observe outstanding classroom resources, learning practice, develop your understanding of how different strategies points etc. and approaches can be utilised to support children and young people with a range of SEND and gain an understanding of how to use assessment to demonstrate progress  Resources to support planning and assessment will ensure you have the skills necessary to support and provide high quality teaching based on theory and practice A pre-course questionnaire will ensure you have the opportunity to observe the age range and subject area most relevant to your post Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: £350 Sessions Date Venue Session 1 9th October 2018 Sherbourne Fields School Session 2 27th November 2018 Sherbourne Fields School Session 3 29th January 2019 Corley School Session 4 26th March 2019 Castle Wood School Session 5 7th May 2019 Sherbourne Fields School Session 6 18th June 2019 Sherbourne Fields School

112

SEND Twilight Essentials

Brief Overview:  To strengthen knowledge and skills of SEND in schools  To offer the opportunity for colleagues to access high quality twilight training supporting inclusive teaching and learning

Facilitators: Name School Shivaun Duffy-Moriarty Sherbourne Fields School Yvonne McCall Castle Wood School

Who is it suitable for:  Primary Teams in all schools;  Secondary Teams in all schools. What is the intended Four Themes are available: impact for you? o Supporting pupils with Autism What will you take away o Evidencing progress for pupils with SEND with you? e.g. resources, o Adapting teaching and learning for pupils with learning points etc. SEND o Practical strategies to support Literacy for pupils with SEND Each will be a one hour twilight session Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: £175 per theme

113

Sensory Stories for Primary aged pupils – making story time inclusive

Brief Overview:  A practical course about the benefits of developing core curriculum skills of children and young people within a variety of educational environments.  Resources and practical strategies.  Opportunity to seek support and gather ideas.  Sharing of effective practise and network ideas.  Ideas and varying ways to deliver storytelling.

Facilitators: Name School Linda Davies Sherbourne Fields School Suzanne Kavanagh Castle Wood School Who is it suitable for: SENCOs, teachers and supporting adults working with students within Primary Schools, and those new to Special Education settings, practitioners who support children and young people in a variety of settings. What is the intended  To develop a multi-sensory approach to storytelling. impact for you?  To develop skills in planning and differentiating sensory story What will you take away lessons to suit all children and young people. with you? e.g.  To create a sensory story that can be used in areas across the resources, learning curriculum within a range of educational environments. points etc. Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: £75 per person

Session Date Time Venue Session 1 Friday 1st February 2019 9.15am-12.15pm Sherbourne Fields School

114

The Inclusive Study Brief Overview:  Deepen pedagogy to improve outcomes for all children  Develop a range of strategies to move practice forward Facilitators: Name School Shivaun Duffy-Moriarty Sherbourne Fields School Claire Antrobus Yvonne McCall Castle Wood School Rebekah Hayes Who is it suitable for:  Leaders in mainstream and special schools  Practitioners in mainstream and special schools What is the intended Outline of Sessions: impact for you? An opportunity to visit schools within the Inclusive Alliance to What will you take away explore principles, pedagogy and practice. Schools can choose with you? e.g. resources, to explore four themes at either Castle Wood or Sherbourne learning points etc. Fields in a blend of professional discussion, time in class to observe teaching and learning and opportunity to explore ideas and strategies for use in colleagues’ own schools:  High quality teaching and learning in a tailored curriculum  Articulating progress for pupils with SEND  An inclusive learning environment  Exploring the journey to outstanding Castle Wood and Sherbourne Fields also have their own specialisms where a further two themes can be pursued:

Castle Wood: A curriculum for PMLD Early Years practice and pedagogy with all children

Sherbourne Fields: Life skills Vocational routes Evidence progress for pupils with SEND Access and Communication across the curriculum Practical approaches to teaching literacy/numeracy across primary for pupils with SEND RSC for pupils with SEND SMS for pupils with SEND ASC A curriculum for PMLD

Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476 591501

Costs: Location, times and dates to be agreed with individual schools

115

Understanding Stress and Anxiety in Autism

Brief Overview:  To provide an understanding of stress and anxiety in autism  To investigate the impact of this on behaviour Facilitators: Name School Sara Nelmes Sherbourne Fields School Heidi Mayer Castle Wood School Who is it suitable for: Primary Colleagues in mainstream and special education

What is the intended impact  Colleagues will be supported to utilise the iceberg for you? approach to identify underlying difficulties What will you take away  A toolkit of resources will be explored which support with you? e.g. resources, emotional regulation learning points etc. Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: £75 per person

Session Date Time Venue Session 1 21st November 2018 Sherbourne Fields 9.15am-12.15pm School

116

Understanding the Sensory Differences for a Child with Autism

Brief Overview: A theoretical and practical session to develop your understanding of how children and young people with Autism experience the sensory world and the impact this can have on their emotional regulation.

schools What is the intended Explore strategies and approaches to support children and young impact for you? people experiencing sensory processing differences What will you take away with you? e.g. resources, learning points etc. Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: £75 per person

Session Date Time Venue Session 1 28th November 2018 12.30-3.30pm Sherbourne Fields School

117

Using Lego Therapy to develop social competency in children with Autism

Brief Overview:  A theoretical and practical session to develop your understanding of how Lego Therapy can be used with children to Autism to develop their level of social competency.  Taking part in a practical therapy session and identify how sessions can be monitored to assess progress for the children Facilitators: Name School Sara Nelmes Sherbourne Fields School Heidi Savage Castle Wood School Who is it suitable for: SENCOs, Teachers and supporting adults working with students with Autism in mainstream and special primary and secondary schools What is the intended  To consider research and theory behind Lego Therapy as an impact for you? intervention  To understand the practical approach and structure of Lego What will you take away Therapy with you? e.g. resources, learning points etc. Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: £75 per person

Sessions Date Time Venue Session 1 4th April 2019 12.30-3.00pm Sherbourne Fields School

118

Utilising Social Stories and Comic Strip Conversations for children with Autism

Brief Overview: To gain an understanding of the strategies and approaches to support social understanding, utilising strategies from Carol Grey Facilitators: Name School Sara Nelmes Sherbourne Fields School Heidi Savage Castle Wood School Who is it suitable for: SENCOs, Teachers and supporting adults working with students with Autism in mainstream and special primary and secondary schools What is the intended  How to implement Chatter Cards and Social Stories impact for you?  Explore how to use Comic Strip Conversations with pupils to What will you take away support social development and getting along with others with you? e.g. resources, learning points etc. Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: £75 per person

Sessions Date Time Venue Session 1 7th March 2019 12.30-3.00pm Sherbourne Fields School

119

Safeguarding

Brief Overview: A suite of courses aimed to support schools with a range of safeguarding functions.

Facilitator: Tim Rogers is one of the leading authorities in the UK for the protection of children. He is a former Detective for Warwickshire Police, as well as being a Graduate of the CEOP (Child Exploitation Online Protection Centre) Academy.

He provides consultant training for a variety of bodies across the UK and has considerable experience in delivering training including: Introduction to Child Protection; Level 1 to 4 Child Protection/ Safeguarding training; DSO (Education and All Sectors).

Who is it suitable for: Head teachers/ Senior and middle leaders

What is the intended impact for  Increased understanding and awareness of child you? protection and safeguarding issues. What will you take away with you?

Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Contact: [email protected] Costs: See below for details

Course title Date Time Venue Brief Outline Level 2 20/03/19 9am- CR1, To develop awareness of current issues in child safeguarding 4pm SSA protection and skills in assessment and multi-agency training working for clinical staff working with children, young people and their families. £150 per delegate Learning Objectives By the end of this training course, delegates will be able to:

 Identify signs of sexual, physical, or emotional abuse or neglect in children  Contribute to inter-agency assessments, the gathering and sharing of information and where appropriate analysis of risk  Document concerns in a manner that is appropriate for safeguarding/child protection and legal processes  Recognise previous learning from serious case reviews/case management reviews/ and child death reviews and contribute to these processes in future should the need arise  Review own safeguarding/child protection practice as appropriate to role

120

 Work with other professionals and agencies when there are safeguarding concerns  Advise others on appropriate information sharing

Level 3 DSO 21/11/18 9am- SSA To update participants with the role and update training 4pm responsibilities of the designated safeguarding 1 day training 13/02/19 officer and develop competence and confidence in £150 per carrying out this role. delegate 25/06/19 Child Sexual 27/11/18 9am- CSE Exploitation 4pm  By the end of the course participants will be able to: 1 day training 1. Consider the attitudes and beliefs of professionals which may inhibit the identification £150 per of young people at risk delegate 2. Identify the barriers to children and young people disclosing sexual exploitation 3. Explain the potential impact of child sexual exploitation on children and young people 4. Identify the different ways sexual exploitation can occur 5. Recognise the role of “vulnerabilities” and “risk indicators” in assessing and planning intervention 6. Explore difference and similarities of child sexual exploitation in groups and gangs 7. Examine lessons learnt from serious case reviews 8. Plan how to respond to child sexual exploitation using up to date information, legislation and guidance 9. Identify sources of support and information locally and nationally 10. Describe and define child sexual exploitation

121

Safer Recruitment in Education

“Very good trainer” “Session very informative” “As a Governor, never realised that a person would go through a number of stages to secure the trust of many people” “Much better understanding of my responsibilities when interviewing and appointing staff. Much greater awareness of safeguarding issues around recruitment.” Participants from Previous Courses

Brief Overview: School leaders have been advised to renew their Safer Recruitment training every five years—each school interview panel should include a member of staff who has up-to-date safer recruitment training. Do you need to renew your Safer Recruitment qualification? Coventry Local Authority is no longer providing training on Safer Recruitment.

Facilitators: Bill Hedges, Ex-Coventry Local Authority Advisor

Who is it suitable for: This course is for any school leader involved in recruiting in schools and academies to increase your knowledge and awareness of this very important process of school life, including:  Headteachers  Deputy Headteachers  Designated Senior Staff  Business/HR Managers  School Governors  All those involved in the recruitment and interview process

What will you take away  An extensive Safer Recruitment staff handbook with you? e.g. resources,  Safer Recruitment certificate, including your end of day learning points etc. accredited assessment mark

What is the intended To be fully conversant in statutory framework and able to fulfil impact for you and your statutory obligations in terms of safer recruitment. school? To help schools fulfil their responsibility to have in place safe recruitment and selection practice within the wider context of keeping children safe in education. It covers:  Advertising posts  Selecting the right people  Assessing the risk  How to remain vigilant  Recognising different types of abuse  Inappropriate behaviour and unsafe practice

122

 How to develop appropriate policies and procedures for your organisation A Safer Recruitment assessment will be conducted on the day

Contact: Carol Harris Teaching School: Castle Phoenix Teaching School Alliance Tel: 024 7644 4822 extension 107 Book your place:

Email: [email protected] Costs: £95

Attend one of the following: Sessions Date Time Outline Venue Session 1 Monday 5th 9.00am – Individual Caludon Castle School November 4.00pm Session 2018 Session 2 Thursday 7th 9.00am – Individual Caludon Castle School February 2019 4.00pm Session

Session 3 Monday 3rd 9.00am – Individual Caludon Castle School June 2019 4.00pm Session

123

Cover Supervisor Programme

“Gave great ideas, advice and structure of being in the classroom”, “Very well explained, put across to us. Extremely useful, thoroughly enjoyed.” “Fantastic content, well delivered, Rebecca is very easy to listen to”, “Gave great ideas, advice and structure of being in the classroom” Previous participants

“I just wanted to pass on my thanks for the Cover Supervisor training last week. Our staff thought it was really good and found it very useful. They are thoroughly looking forwards to the next session.” Secondary Headteacher Brief Overview: A cover supervisor is different from a teacher. Whilst there are crossover skills, the demands made on cover supervisors, the level of training they are able to receive before starting, and the level of prior experience they bring to the role, are very different to QTS teachers. A good cover supervisor is not a replacement for a teacher - in some ways, they need to be more than a teacher!

A teacher could deliver training to new or experienced cover supervisors. However, Rebecca Fell’s training builds on her invaluable experience as a Graduate Learning Facilitator, thus her unique insight would be relatable and beneficial to those in a similar position.

Those looking to improve their relationships, teaching skill-set, progress and attainment, especially within a range of challenging circumstances, will be taken through a meticulous and detailed programme that draws on outstanding pedagogically knowledge; thus the outstanding learning will still continue. Subsequently, because the course positively enhances the role of the cover supervisor, it will also significantly enhance the learning of the students, which makes this opportunity so valuable.

The course will cover the following across three sessions:  How to motivate learners  Promoting a positive learning environment  Communicating effectively with students and staff  Establishing and developing strong relationships in and beyond the classroom  Behaviour management skills  Classroom management skills  Behaviour support strategies  Behaviour for success  Cover faculty non-negotiables  Teaching and learning pedagogy  Challenge & differentiation  Monitoring and reporting on student progress  Career progression/appraisal/future steps Facilitators: Name School Rebecca Fell, Lead Graduate Caludon Castle School Learning Facilitator Rebecca Fell started in a Graduate Learning Facilitator role, at Caludon Castle, in 2009. She is an exceptional practitioner in terms of classroom management, and has broad and varied experience in developing ways for the ‘cover supervisor’ to become a fundamental and essential

124

member of both the school’s lesson support network, but also, and equally as valuable and effective, within faculty and departmental settings. In addition, Rebecca has used pedagogy and educational innovation to develop learning and teaching for the school in a varied number of ways.

Furthermore, Rebecca has always looked for career development opportunities and responsibilities to enhance her own knowledge, understanding and skills to not only improve your own performance but to pass them on and develop others. She has accredited Trainer level awards for ActivInspire software through Promethean Planet, and has taken sole ownership of Induction Training of the Interactive Whiteboard of new and developing staff within the school. Rebecca has an array of awards and Diplomas for Instructor Skills, Classroom Behaviour and Management, Caring for People with Learning Disabilities, and Teaching Skills for Educators.

Adding to her skills, Rebecca has a broad experience with all abilities and backgrounds, not only due to the classes she teaches and covers, but also because she has taken on tutor group responsibilities, across a range of groups, from the start of her time at Caludon. She currently leads a highly efficient and effective team of cover supervisors where she is jointly responsible for their appraisal and monitoring procedures, in line with the school’s overall aims for quality assurance and standardisation. Rebecca was responsible for creating a new appraisal framework, now used across the Support faculty.

Who is it suitable for: Cover Supervisors, Graduate Learning Facilitators, HLTAs What is the intended Practical ideas, strategies and resources to enhance your practice impact for you? What will you take away with you? e.g. resources, learning points etc. Teaching School: Castle Phoenix Tel: 024 7644 4822 Ext. 107

Email: [email protected] Booking Link: Book your place Costs: £215 for the course or see individual session prices below

Sessions Date Time Venue Brief Outline Costs Session 1 Monday 2.00 – Caludon  How to motivate learners £65 24 4.30pm Castle  Promoting a positive learning September School environment 2018  Communicating effectively with students and staff  Establishing and developing strong relationships in and beyond the classroom Session 2 Tuesday 2.00 – Caludon  Behaviour management £65 20 4.30pm Castle skills School

125

November  Classroom management 2018 strategies  Behaviour support strategies  Behaviour for learning  Cover Non-Negotiables Session 3 Monday 2.00 – Caludon  Teaching and learning £65 21 4.30pm Castle pedagogy January School  Challenge & differentiation 2019  Monitoring and reporting on student progress  Career progression/appraisal/future steps Session 4 Thursday 2.00 – Caludon  Reflection on the year £50 13 June 4.00pm Castle identifying personal 2019 School strengths and EBIs (Even Better Ifs).  Sharing best practice, a good way to improve performance by replicating successes.  Recommending room for improvements for your Cover Team within your own school

This programme is bespoke for your school, to call to arrange a conversation, please contact Carol Harris on 024 7644 4822 extension 107 or [email protected]

126

EdTechTeam - Google Certified Educator Level 1 Bootcamp

Brief Overview: Last year EdTechTeam delivered Bootcamps to over 3,700 teachers across the globe. If you are looking for G Suite (Google Apps) Training the Google Certified Educator Level 1 course is a great place to start; covering all the essential skills including Google Classroom, Drive, Docs, Slides, Sheets, Forms and Calendar. The course focuses on practical use in the classroom and we will share our experience of teaching with this amazing set of tools. This course includes a voucher, so following the Bootcamp, you can take the exam.

Facilitators: EdTechTeam (UK)

Who is it suitable for: Primary and Secondary, Teachers, ICT Leads and Lead Practitioners

What will you take away with  An understanding of how to deploy Google you? e.g. resources, learning Classroom, Google Drive, Google Docs, Chrome, points etc. What is the Google Sites, Google Slides, Google Sheets and intended impact for you and Gmail in an educational context your school?  A voucher to take the Google Certified Educator Level 1 Exam.

Contact: Trudy Bell

Teaching School: Swan

Tel: 024 7625 1756 (Ext. 1714)

Email: [email protected]

Costs: TBA per delegate

Sessions Date Time Venue

1 Tuesday, Registration @ 09:00 then CR1, Sidney 11/12/2018 Stringer Academy 09:30 – 15:30

127

EdTechTeam - Google Certified Educator Level 2 Bootcamp

Brief Overview: Level 2 Educator is the second of two certifications specifically for classroom teachers. This course digs in deep to advanced uses of Google Tools while helping educators create solid blended learning lessons. Level 2 is perfect for the educator who is ready for the next step in technology integration. This course includes a voucher, so following the Bootcamp, you can take the exam.

Facilitators: EdTechTeam (UK)

Who is it suitable Primary and Secondary teachers with good G Suite experience, for: ICT Leads already confident with G Suite and Lead Practitioners already confident with G Suite.

What will you take  An advanced understanding of how to deploy all G Suite tools away with you? in an educational context and the ability to produce high e.g. resources, quality blended learning lessons. learning points etc.  A voucher to take the Google Certified Educator Level 2 Exam What is the intended impact for you and your school?

Contact: Trudy Bell

Teaching School: Swan

Tel: 024 7625 1756 (Ext. 1714)

Email: [email protected]

Costs: TBA per delegate

Sessions Date Time Venue

1 Monday, Registration @ 09:00 then CR2, Sidney Stringer Academy 04/02/2019 09:30 – 15:30

128

EdTechTeam - Google Certified Trainer Bootcamp

Brief Overview: Go beyond Level 1 and Level 2 and get your Google Certiﬁed Trainer Certiﬁcation.

Facilitators: EdTechTeam (UK)

Who is it suitable for: Primary and Secondary teachers with good G Suite experience, ICT Leads already confident with G Suite and Lead Practitioners already confident with G Suite.

What will you take away  Trainer Bootcamp attendees explore how to engage with you? e.g. resources, adult learners while learning how to build short- and long- learning points etc. What term site professional development plans. While the is the intended impact for certification is Google-based, the training knowledge you and your school? attendee’s gain can be applied to any platform for professional development needs. Note: Level 1 and Level 2 Certiﬁcation are prerequisites for registering and attending this Bootcamp.

Contact: Trudy Bell

Teaching School: Swan

Tel: 024 7625 1756 (Ext. 1714)

Email: [email protected]

Costs: TBA per delegate

Sessio Date Time Venue ns

1 Thursday, Registration @ 09:00 then CR1, Sidney Stringer 13/06/2019 Academy 09:30 – 15:30

129

Effective Teaching Assistant Practice for Outstanding Learning

“I have enjoyed the course and will take away all the new ideas with me”, I liked “Sharing ideas, resources and tools”, “Lots of very practical ideas to start using immediately”, “It was a lovely, helpful course!” Previous Participants

Brief Overview: Coventry Teaching Schools’ Network is delighted to offer a new CPD programme for Teaching Assistants. It will provide the opportunity for teaching assistants at all levels to develop their potential to improve the quality of teaching and learning across the school. The course will cover the following sessions:

 Effective Teaching Assistants for outstanding learning  Assessment for and of learning  Differentiation  Questioning  Looking back, moving forward

The programme will enable teaching assistants to:-

 Develop a range of methods and strategies of support to challenge learners  Become more effective in engaging learners to achieve  Develop a greater understanding of the purpose and value of the strategies to best support learners  Become more expert in the planning and assessment for learners they support Facilitators: Laura Stevenson - Sacred Heart Catholic Primary School

Who is it suitable for: Teaching Assistants at all levels, from primary, secondary, special educational needs and EYFS phases.

What will you take away with you? Practical ideas and resources to enhance your practice e.g. resources, learning points etc. What is the intended impact for Enhanced progress and development to support effective you? intervention for raising student achievement.

Contact: Carol Harris Teaching School: Castle Phoenix Tel: 024 7644 4822 extension 107 Book your place: Book your place Email: [email protected] Costs: £375 Sessions Date Time Venue Brief Outline Session 1 Monday 1 October 9.00am – 12.00pm Sidney Stringer Differentiation 2018 Academy

130

Session 2 Wednesday 17 1.00pm – 4.00pm Sidney Stringer Effective Teaching October 2018 Academy Assistants for outstanding learning Session 3 Friday 2 November 9.00am – 12.00pm Sacred Heart Questioning 2018 Catholic Primary Session 4 Wednesday 14 1.00pm – 4.00pm Sacred Heart Assessment for and November 2018 Catholic Primary of learning Session 5 Friday 30 November 9.00am – 12.00pm Sidney Stringer Looking back, 2018 Academy moving forward

131

Knowing your IDSR “Good practical support and clear ideas for identifying key lines of enquiry” “Very valuable” “I really appreciated being given a list of reading materials that will support.” Previous Delegates

Brief Overview: Delegates will spend time exploring how the IDSR uses school data to inform on progress and attainment. Bringing a copy of your own IDSR will allow you to analyse your own school data and understand the strengths and areas for improvement. There will be lots of dedicated question time and the opportunity to ask questions about your school data. As a National Leader of Education and experienced inspector, Helen leads this training with a wealth of experience.

Facilitators: Helen Quinn The Romero Academy Who is it suitable for: Headteachers, Deputy Headteachers and Assistant Headteachers Middle and Senior Leaders at Primary schools

What is the intended  To ensure you leave with a clear understanding of the structure impact for you? and purpose of the IDSR documentation What will you take away  To gain a clear picture of your own school’s data with you? e.g. resources, learning  To understand how to use the IDSR to inform the school points etc. improvement plan

Teaching School: Blue Sky Tel: 02476 453314 Email: [email protected] Booking Link: blueskytsa.org Costs: £75 for either morning OR afternoon £125 for two delegates from the same school £150 for three delegates from the same school

Sessions Date Time Venue Brief Outline Session 1 Fri 16th 9:00am – Sacred Heart See above November 2018 12:00pm Primary School Session 2 Fri 16th 1:00pm – Sacred Heart See above November 2018 4:00pm Primary School

132

Leading A Mentally Healthy School

Brief Overview: This is a two-session CPD programme for school SLT to lead their schools to become mentally healthy schools.  To enable and empower senior leaders to put mental health at the heart of strategic school improvement.  To equip senior leaders with practical and sustainable approaches that can be implemented on return to school.  To enable schools to plan for mental health provision strategically and meet the needs of the Green Paper 'Transforming Children and Young People's Mental Health Provision' (December 2017).  Ensuring that schools can prove they are committed to tackling mental health problems and improving the emotional wellbeing of pupils in order to become outstanding (as recommended by Sarah Brennan – Young Minds).

Facilitators: Name School Laura Stevenson Sacred Heart Danielle Kingham St Patrick’s Who is it suitable for: Senior leadership team members who can lead whole school change. What is the intended Module 1: Ethos, Culture and Strategic Leadership. impact for you?  What is mental health? What will you take away  Why have a whole school approach to mental health? with you? e.g.  The importance of ethos and culture. resources, learning  Strategic planning. points etc. Module 2: Policies and Procedures for Impact.  Policies and leadership  Signs and symptoms  Procedure for Impact All schools will leave the programme with a bespoke Mental Health and wellbeing policy and action plan written for their school.

Teaching School: Blue Sky Tel: 02476 453314 Email: [email protected] Booking Link: blueskytsa.org Costs: £150 for both sessions

Sessions Date Time Venue Brief Outline Session 1 Mon 19th 9:00am – Sacred Heart Module 1 November 2018 3:00pm Primary School Session 2 Mon 3rd 9:00am – Sacred Heart Module 2 December 2018 12:00pm Primary School

133

Educational Visits Coordinator Training

Brief Overview of network/ school  A one day OEAP certified course for all those carrying based support: out the roles and responsibilities of the Educational Visits Coordinator Facilitators: Name School

Sarah Atkins Outdoor Education Service

Cath Bourke Outdoor Education Service Who is it suitable for: A member of Establishment staff appointed as Educational (Network/ individual school) Visits Coordinator to coordinate all Visits and with the status to effect change and be the focus of good practice.

What is the intended impact for you?  Gain knowledge of how visits are planned, managed and supervised. Competence to sign off visits for What will be the outcome for the approval. network/ individual school?  To identify and adopt good practice in relation to school visits. Teaching School: Blue Sky TSA – [email protected]

Tel: 024 76453314

Costs: Free for those who buy into the Educational Visits Adviser Service Level Agreement£150 for external bookings

Sessions Date Time Venue Brief Outline ‘The Journey’ Coombe A one day OEAP certified course for 19th October 9.00am – Country Park all those carrying out the roles and Session 1 2018 4.00pm Education responsibilities of the Educational Centre Visits Coordinator Coombe A one day OEAP certified course for 9.00am – Country Park all those carrying out the roles and Session 2 21st March 2019 4.00pm Education responsibilities of the Educational Centre Visits Coordinator Coombe A one day OEAP certified course for 9.00am – Country Park all those carrying out the roles and Session 3 12th June 2019 4.00pm Education responsibilities of the Educational Centre Visits Coordinator

134

Hill and Moorland Training or Assessment

Brief Overview of network/ school  The Hill and Moorland Leader award trains and based support: assesses candidates in the skills required to lead others on walks in hill and moorland areas.

Facilitators: Name School

Sarah Atkins Outdoor Education Service Cath Bourke Outdoor Education Service Who is it suitable for: Staff who want to lead DofE groups at Silver and Gold (Network/ individual school) level and staff who wish to lead groups in the higher level terrain countryside.

What is the intended impact for you?  Technical competence and leadership skills.

What will be the outcome for the  Staff trained in technical competence, leadership network/ individual school? skills and a wide range of experience to form the basis of effective group management. Teaching School: Blue Sky TSA – [email protected]

Tel: 024 76453314

Costs: Training Cost: £280 Assessment Cost: £320

Sessions Date Time Venue Brief Outline ‘The Journey’ Plas Dol y The Hill and Moorland Leader award trains and To be 9.00 – Moch Outdoor Session 1 assesses candidates in the skills required to lead Confirmed 6.00pm Education others on walks in hill and moorland areas Centre

Session 2 Session 3

135

Lowland Leader Training or Assessment

Brief Overview of network/ school  Lowland Leader award has been designed to train and based support: assess people who wish to lead groups on day walks in lowland countryside and woodland.

Facilitators: Name School

Sarah Atkins Outdoor Education Service

Cath Bourke Outdoor Education Service

Who is it suitable for: Important for those staff who want to lead DofE groups at (Network/ individual school) Bronze and Silver level and staff who wish to lead groups in the countryside. Teachers, Youth Workers, and outdoor enthusiasts.

What is the intended impact for  Technical competence and leadership skills. you?

What will be the outcome for the  Staff trained in technical competence, leadership skills and network/ individual school? a wide range of experience to form the basis of effective group management.

Teaching School: Blue Sky TSA – [email protected]

Tel: 024 76453314

Costs: Training Cost: £170 Assessment Cost: £190

Sessions Date Time Venue Brief Outline ‘The Journey’ Lowland Leader award has been 9.00am – Plas Dol-y- designed to train and assess people who Session 1 To be Confirmed 18.00pm Moch OEC wish to lead groups on day walks in lowland countryside and woodland. Session 2 Session 3

136

Outdoor Learning Cards Training

Brief Overview of network/ A one day OEAP certificated course to qualify staff to use the OLC school based support: resource. 50 cards which can be used to provide exciting ideas and activities to allow outdoor learning to be used to reinforce learning in any area of the curriculum and can be delivered on a school/youth club site and surrounding environment.

Orienteering - developing good map reading skills Team Building and Problem Solving - how to challenge your young people Bouldering - Use of low level climbing walls Journeying - Local visits organised by young people

Facilitators: Name School

Sarah Atkins Outdoor Education Service

Cath Bourke Outdoor Education Service Who is it suitable for: Teachers, youth workers and non- specialists in any phase of (Network/ individual school) education. What is the intended impact for  To introduce the concept and benefits of Outdoor Learning. you? Direct links to the academic and wider school and youth work curriculum. Practical hands on sessions on how to use the resource cards. A chance to explore how these activities could benefit your young people. Discussions on differentiation for different ages and abilities, and adaptations for special needs. What will be the outcome for the network/ individual school?  A course that will train teachers and youth workers in how to deliver exciting and inspirational outdoor learning activities Teaching School: Blue Sky TSA – [email protected]

Tel: 024 76453314

Costs: Cost £100 (includes the £75 cost for cards pack). Sessions Date Time Venue Brief Outline ‘The Journey’ A one day OEAP certificated course to qualify staff to use the OLC resource. 50 cards which Coombe can be used to provide exciting ideas and 9.00am – Country Park Session 1 3rd April 2019 activities to allow outdoor learning to be used to 4.00pm Education reinforce learning in any area of the curriculum Centre and can be delivered on a school/youth club site and surrounding environment.

137

Remote Emergency Care First Aid (REC) Course

Brief Overview of network/  This course introduces basic first aid skills and enables school based support: people to deal with initial treatment in rural areas. A two day course for group leaders, outdoor enthusiasts and outdoor professionals Facilitators: Name School

Sarah Atkins Outdoor Education Service

Cath Bourke Outdoor Education Service

Who is it suitable for: Group leaders, outdoor enthusiasts and outdoor professionals (Network/ individual school)

What is the intended impact for  Concept – based course to enable practical improvisation you? and adaptability. This course will promote awareness of delayed medical help and adverse environmental conditions.

 This course is recognised by most National Governing What will be the outcome for the Bodies as a basic outdoor first aid course. network/ individual school? Teaching School: Blue Sky TSA – [email protected]

Tel: 024 76453314

Costs: £110.00

Sessions Date Time Venue Brief Outline ‘The Journey’ This course introduces basic first aid skills and 13th & 14th 9.00am – enables people to deal with initial treatment in Session 1 TBC October 2018 6.00pm rural areas. A two day course for group leaders, outdoor enthusiasts and outdoor professionals This course introduces basic first aid skills and 14th & 15th 9.00am – enables people to deal with initial treatment in Session 2 TBC March 2019 6.00pm rural areas. A two day course for group leaders, outdoor enthusiasts and outdoor professionals Session 3

138

Safety Management at Water Margins Training

Brief Overview of network/ school based support: Designed for those members of staff involved with the Leadership of school visits and who are responsible for the management, supervision and safe conduct of a group (or sub-group) taking part.

Facilitators: Name School

Sarah Atkins Outdoor Education Service

Cath Bourke Outdoor Education Service

Who is it suitable for: Any leaders who wish to supervise pupils in swimming pools whilst (Network/ individual school) abroad What is the intended impact for  The key requirements for Visit/Activity Leaders are that they you? must be competent to lead, confident and accountable.

 It is good practice to ensure that all those involved in, or What will be the outcome for the with any responsibility for the planning or delivery of visits network/ individual school? are appropriately competent and are trained to fulfil their responsibilities.

Teaching School: Blue Sky TSA – [email protected]

Tel: 024 76453314

Costs: Cost – To be Confirmed

Sessions Date Time Venue Brief Outline ‘The Journey’ Designed for those members of staff involved with the Leadership of school visits and who are 12th October 9.00am – responsible for the management, supervision and Session 1 Telford 2018 4.00pm safe conduct of a group (or sub-group) taking part whilst abroad.

139

Visit Leader Training

Brief Overview of network/  Designed for those members of staff involved with the school based support: Leadership of school visits and who are responsible for the management, supervision and safe conduct of a group (or sub- group) taking part. Facilitators: Name School

Sarah Atkins Outdoor Education Service

Cath Bourke Outdoor Education Service

Who is it suitable for: Those members of staff who have responsibility for children and (Network/ individual school) young people away from their normal base or when taking part in outdoor activities either on-site or off-site.

What is the intended impact for  The key requirements for Visit/Activity Leaders are that they you? must be competent to lead, confident and accountable.

What will be the outcome for the  It is good practice to ensure that all those involved in, or with network/ individual school? any responsibility for the planning or delivery of visits are appropriately competent and are trained to fulfil their responsibilities.

Teaching School: Blue Sky TSA – [email protected]

Tel: 024 76453314

Costs: Free for those who buy into the Educational Visits Adviser Service Level Agreement £150 for external bookings

Sessions Date Time Venue Brief Outline ‘The Journey’ Designed for those members of staff involved with the Leadership of school visits and who are 9.00am Coombe Country 16th November responsible for the management, supervision Session 1 – Park Education 2018 and safe conduct of a group (or sub-group) 4.00pm Centre taking part.

Designed for those members of staff involved with the Leadership of school visits and who are 9.00am Coombe Country responsible for the management, supervision Session 2 20th March 2019 – Park Education and safe conduct of a group (or sub-group) 4.00pm Centre taking part.

Designed for those members of staff involved with the Leadership of school visits and who are 9.00am Coombe Country responsible for the management, supervision Session 3 13th June 2019 – Park Education and safe conduct of a group (or sub-group) 4.00pm Centre taking part.

140

Cover Supervisor Programme – A Bespoke Programme “Gave great ideas, advice and structure of being in the classroom”, “Very well explained, put across to us. Extremely useful, thoroughly enjoyed.” “Fantastic content, well delivered, Rebecca is very easy to listen to”, “Gave great ideas, advice and structure of being in the classroom” Previous participants

“I just wanted to pass on my thanks for the Cover Supervisor training last week. Our staff thought it was really good and found it very useful. They are thoroughly looking forwards to the next session.” Secondary Headteacher Brief Overview: We are delighted to offer this course as a bespoke course for your school. It will provide the opportunity for you to hold this session for all relevant staff at a time/location convenient to you. You can design alongside our facilitator what the session will cover from the following:  How to motivate learners  Promoting a positive learning environment  Communicating effectively with students and staff  Establishing and developing strong relationships in and beyond the classroom  Behaviour management skills  Classroom management skills  Behaviour support strategies  Behaviour for success  Cover faculty non-negotiables  Teaching and learning pedagogy  Challenge & differentiation  Monitoring and reporting on student progress  Career progression/appraisal/future steps

A cover supervisor is different from a teacher. Whilst there are crossover skills, the demands made on cover supervisors, the level of training they are able to receive before starting, and the level of prior experience they bring to the role, are very different to QTS teachers. A good cover supervisor is not a replacement for a teacher - in some ways, they need to be more than a teacher!

Those looking to improve their relationships, teaching skill-set, progress and attainment, especially within a range of challenging circumstances, will be taken through a meticulous and detailed programme that draws on outstanding pedagogically knowledge; thus the outstanding learning will still continue. Facilitators: Name School Rebecca Fell, Lead Graduate Learning Caludon Castle School Facilitator

141

Rebecca Fell started in a Graduate Learning Facilitator role, at Caludon Castle, in 2009. She is an exceptional practitioner in terms of classroom management, and has broad and varied experience in developing ways for the ‘cover supervisor’ to become a fundamental and essential member of both the school’s lesson support network, but also, and equally as valuable and effective, within faculty and departmental settings. In addition, Rebecca has used pedagogy and educational innovation to develop learning and teaching for the school in a varied number of ways.

Rebecca can use her knowledge and experience of the wide range of highly specialist staff at Caludon to call upon and arrange personalised training for the Cover faculty to enhance the individual and team performance. Who is it suitable for: Cover Supervisors, Graduate Learning Facilitators, HLTAs What is the intended impact Practical ideas, strategies and resources to enhance your practice for you? What will you take away with you? e.g. resources, learning points etc. Teaching School: Castle Phoenix Tel: 024 7644 4822 Ext. 107 Email: [email protected]

This programme is bespoke for your school, to call to arrange a conversation, please contact Carol Harris on 024 7644 4822 extension 107 or [email protected]

142

Effective Teaching Assistant Practice for Outstanding Learning – A Bespoke Programme

“Lovely facilitators, good resources and nice ideas” “I enjoyed the difference activities and sharing different ideas” “It was a useful training session” Previous Participants

Brief Overview: Coventry Teaching Schools’ Council is delighted to offer this course as a bespoke course for your school. It will provide the opportunity for teaching assistants at all levels to develop their potential to improve the quality of teaching and learning across the school – at a time/location convenience to you. You can design alongside our facilitators what the session will cover from the following:

 Effective Teaching Assistants for outstanding learning  Assessment for and of learning  Differentiation  Questioning  Looking back, moving forward

Based on what you would like the impact to be, this session can enable teaching assistants to:-

Who is it suitable for: Teaching Assistants at all levels, from primary, secondary, special educational needs and EYFS phases.

What will you take away with Practical ideas and resources to enhance your practice you? e.g. resources, learning points etc. What is the intended impact for Enhanced progress and development to support effective you? intervention for raising student achievement.

Contact: Carol Harris Teaching School: Castle Phoenix Tel: 024 7644 4822 extension 107 Email: [email protected]

This programme is bespoke for your school, to call to arrange a conversation, please contact Carol Harris on 024 7644 4822 extension 107 or [email protected]

143

Manual Handling of Children with Special Needs (Core) and (Refresher) Bespoke

Brief Overview: To train practitioners in the safe handling techniques to be used with children and young people with a wide range of disabilities

Facilitators: Name School Jo Sherbourne Fields School Alyson Sherbourne Fields School Louise Castle Wood School Who is it suitable for: Staff and Carers who support children and young adults with impaired movement

What is the intended  Legal requirements impact for you?  Looking after yourself What will you take  Understanding disability away with you? e.g.  Practical Manual Handling Techniques - key principles, resources, learning core theory modules and spinal awareness points etc. Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: Bespoke training with cost agreed with client

Sessions Date Time Venue Bespoke training with cost agreed Client’s School with client

144

Maths No Problem textbook approach

Brief Overview: We offer a range of training and in-school support to schools who are new to their journey with Maths No Problem and schools who have more experience but are looking for external support to embed the curriculum. We offer:  Whole staff training at Cedar Lodge  Bespoke training packages to suit school need  SLE support packages to aid planning and coaching following initial training  Year group facilitated planning meetings for teachers  Bespoke follow-up support as requested by schools

Please call or email Laura Stevenson to discuss your individual requirements and to find out

Facilitators: Maths No Problem CPD Blue Sky leaders Who is it suitable for: School leaders, teachers and teaching assistants depending on the support package required

What is the intended  Begin the Maths No Problem textbook approach in schools impact for you?  Embed the textbook approach for schools currently using Maths What will you take away No Problem textbooks with you? e.g. resources, learning points etc. Teaching School: Blue Sky Tel: 02476 453314 Email: [email protected] Booking Link: Please email for more details Costs: Variable depending on the package requested

145

Status in the Classroom through Presence – A Bespoke Programme “More sessions like this, forward thinking... engaging and fun! Like a good lesson”, “…I really enjoyed the session and thought it was real food for thought…could allow anyone to tweak responses to situations to improve outcomes and relationships.” Feedback from Previous Delegates Brief Overview: We are delighted to offer this course as a bespoke course for your school. It will provide the opportunity for you to hold this session for all teaching/support staff at a time/location convenient to you. You can design how much focus is given to lecture style, theory and workshop style practical exercises.

This programme has two strands, the use of physical presence, and the development of vocal presence. The aim for both is to build confidence and technique in developing a stronger and firmer classroom presence when required, but also an awareness of how to ‘soften’ teacher behaviour in circumstances where challenging students would benefit from being given status from a teacher.

Facilitators: Name School Kacey de Groot – Assistant Caludon Castle School Principal Leader of Learning Who is it suitable for: Colleagues who are struggling with confident behaviour management, or are finding students are challenging their authority within classrooms. Colleagues new to the profession might also benefit, for example, NQTs.

What is the intended  The sessions provide a number of practically based activities impact for you? that will firstly lead to colleagues understanding their own What will you take ‘everyday’ presence and how this communicates status in day away with you? e.g. to day interactions. From this starting point a range of practical resources, learning points etc. ‘drills’ and techniques will be modelled, with time potentially provided for delegates to practise and discuss each.  A number of strategies, including vocal and physical exercises, will be collated together in order to facilitate future development of skills more independently. Teaching School: Castle Phoenix Teaching School Alliance Tel: 024 7644 4822 extension 107 Email: [email protected]

This programme is bespoke for your school, to call to arrange a conversation, please contact Carol Harris on 024 7644 4822 extension 107 or [email protected]

146

Team Teach Brief Overview: Understanding aggression, how feelings drive behaviours, de- escalation and defusing situations, personal safety, team building, non- verbal and verbal, de-escalation communication strategies, positive handling techniques, documentation and legal guidance, listening and learning, recording, reporting and reviewing Facilitators: Name School Claire Antrobus Sherbourne Fields School Andy Lewis Carla Swaffield Suzanne Kavanagh Castle Wood School Heidi Mayer Stacey Rutherford Rachel Ward Who is it suitable for:  Special Schools  Mainstream Primary and Secondary

 Nurseries, hospitals, etc. What is the intended One Day Foundation (6 hours)- covers the reduction of risk impact for you? and restraint, supportive teaching, learning and caring, increasing staff confidence and competence in responding to What will you take away behaviours that challenge, whilst promoting protecting positive with you? e.g. resources, relationships. learning points etc. Refresher for the One Day Foundation (3 hours) - refresh staff knowledge and skills from the 6-hour One Day Foundation training. Two Day Basic Training (12 hours) - In depth coverage of the Foundation training with a wider range of strategies. Refresher for the Two Day Basic Training (6 hours) - refresh staff knowledge and skills from the 12-hour Two-day Basic Training Teaching School: Inclusive Alliance Bookings; www.inclusivealliance.co.uk/inclusivecpdoffer Tel: 02476591501 Costs: Bespoke training with cost agreed with client

Sessions Date Time Venue Bespoke training with cost agreed At Client’s School with client

147

Using Drama to teach in primary: A toolbox for the terrified – A Bespoke Programme “Kacey's session was excellent - everybody loved it, so thanks for organising...“ “Great ideas for teachers to explore with confidence to extend learning, thank you” “Active learning, team building, something for everyone” “Non-threatening – felt able to participate with ease” “Engaging, lots of practical activities, fun ” Previous Participants Brief Overview: We are delighted to offer this course as a bespoke course for your school. It will provide the opportunity for you to hold this session for all teaching/support staff at a time/location convenient to you.

This course is tailored to the primary practitioner who understands the power of using Drama to facilitate learning for learners, but lacks the confidence or ‘know how’ to make it focused and effective. Based on your requirements, using teachers as participants (being the class!), and with carefully selected techniques and methods that mean acting is not a prerequisite from all pupils, Kacey will model a range of techniques and in one of three contexts:  Drama in literacy  Drama in history  Drama in PHSE The Drama ‘toolkit’ shared across all three will be connected to empathy, creative and collaborative learning, and the connections to writing, reading, and oracy, in the different subject areas, will be signposted and highlighted. Facilitators: Name School Kacey de Groot, Caludon Castle Assistant Principal Leader of School Learning Who is it suitable New or experienced primary school teachers/support staff in KS2 for: who wish to develop their own, or their class’ creative imagination.

What is the intended  A choice from three thematic contexts that can be used in impact for you? primary school teaching directly. All thematic material will What will you take connect directly to the curriculum. away with you? e.g.  PowerPoint containing the different Drama strategies and resources, learning connections to their usage. points etc.  A practical experience of the sessions and techniques to understand how even ‘role-play phobics’ might still learn through Drama. Teaching School: Castle Phoenix Teaching School Alliance Tel: 024 7644 4822 extension 107

This programme is bespoke for your school, to call to arrange a conversation, please contact Carol Harris on 024 7644 4822 extension 107 or [email protected]

148

149

150